# The International Conference on Mathematics, Science, Education and Technology (ICOMSET 2015) Education, Mathematics, Science and

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ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

The International Conference on

Mathematics, Science, Education

and Technology

(ICOMSET 2015)

Edu ca t ion , M a t h e m a t ics, Scie n ce a n d

Te ch n ology for H u m a n a n d N a t u r a l

Re sou r ce s

October 22, 2015

Inna Muara Hotel and Convention Center

Padang, Indonesia

Organized by

Faculty of Mathematics and Science

State University of Padang

Padang, Indonesia

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

Organizing Committee

STEERI N G COM M I TTEE

Prof. Dr. Phil. H. Yanuar Kiram (Rector Universitas Negeri Padang)

Prof. Dr. H. Agus Irianto (Vice Rector I, Universitas Negeri Padang)

Prof. Dr. Lufri, M.Si (Dean Faculty of Mathematics and Science

Universitas Negeri Padang)

Dr. Yulkifli, S.Pd., M.Si (Vice Dean I, Faculty of Mathematics and Science

Universitas Negeri Padang)

ORGAN I ZI N G COM M I TTEE

Chairman

: Drs. Hendra Syarifuddin, M.Si., Ph.D

Vice Chairman : Ananda Putra, M.Si., Ph.D

Secretary

: Yohandri, M.Si., Ph.D

ED I TOR BOARD

Dr. Rahadi Wirawan, M.Si (Universitas Mataram)

Yuhendra, Ph.D (Institut Teknologi Padang)

Prof. Dr. Elizar (UNP)

Luhur Bayuaji, Ph.D (Universiti Malaysia Pahang)

Prof. Usman Sumo, Ph.D (Univ. Indonesia)

Dr. Jefri Marsal (Univ. Jambi)

Dr. Yosza Dasril (Universiti Teknikal Malaysia Malaka)

Prof. Josaphat Tetuko SS (Chiba University)

Prof. Dr. Festiyed, M.S (UNP)

Prof. Dr. Lufri, M.S (UNP)

Prof. Dr. Ahmad Fauzan, M.Pd, M.Sc (UNP)

Prof. Akrajas (UKM)

Prof. Hadi Nur (UTM)

Dr. Tan Ling Ling (Universiti Kebangsaan Malaysia)

Prof. Wahyudin (UPI)

Prof. Akhmaloka (ITB)

Dr. Yuni Ahda, M.Si (UNP)

Prof. Dr. Syafrizal , M.Si (UNAND)

Prof. Dr. I Made Arnawa, M.Si (UNAND)

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

Contents

Messages

Rector of State University of Padang

Dean of Faculty of Mathematics and Science

Chairman of Organizing Committee

xi

xii

xiv

Keynote Speaker

BILL ATWEH

Socially Response-able Mathematics, Science and Technology Education: xv

Quality, Engagement, and Sustainability

ANDRIVO RUSYDI

New Paths For Half-Metallic And Ferromagnetic In Oxides

xvi

NUR HADI

The Design of Solid Catalysts: Some Examples from Universiti Teknologi xvii

Malaysia

CHAN YEE KIT

A Millimeter-Wave GBSAR for Landslide Monitoring

xviii

ANANDA PUTRA

Novel Bacterial Cellulose With Well Oriented Fibrils Alignment: Synthesis and xix

Characterization

Mathematics Education

ADRI NOFRIANTO

Etnomathematics (Mathematical Concepts in Minangkabau Traditional Game)

1

AKRIM

The Integration of Sosial and Spiritual Competences Curriculum 2013 in Math 5

Subject in State Junior High School of Medan

ARNELLIS, SUHERMAN, DODI VIONANDA

Statistical Analysis of the Relationship Pedagogic and Professional Capabilities 15

Results Competency Test Teacher Senior High School West Sumatra Province

EDWIN MUSDI

Development of Mathematics Instructional Model Based on

Realistic 21

Mathematics Education to Promote Problem Solving Ability Junior High

School Students of Padang

ELITA ZUSTI JAMAAN

Improving The Professional Competence of Elementary School Teacher 27

Through Programmed Training in Working Up A Student Sheet Based on

Critical and Matehematical Thinking in Pasaman Regency

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

HAFIZAH DELYANA

Improved Communication Mathematical Abilities Through Implementation The 33

Firing Line’s Strategy at VII Class of Junior High School

MARIAM NASUTION, RAHMATUL HAYATI, LATISMA

The Development of an Authentic Assessment in Geometric Subject which is 40

Oriented to Problem Based Learning (PBL)

PIPIT FIRMANTI

The Process of Deductive Thinking of Junior High School Students in 47

Completing Geometric Proof Based on Gender

RINA FEBRIANA, YUSUTRIA

Analysis Validity LKM Based Contextual Algebra Basic In STKIP PGRI 52

Sumbar

ZETRIUSLITA, REZI ARIAWAN, HAYATUN NUFUS

Profile Ability Think Critically Student in Completing Mathematical Problems 57

Based on The Level of Academic Ability

ALI ASMAR

Development Constructivism Learning Materials Use Cooperative Model At 59

Fifth Class Of Elementary School

ISRA NURMAI YENTI, DONA AFRIYANI

A Need Analysis Of Material Development Of Qur’anic Integrative Calculus

67

LELY KURNIA

Modelling Of Factors Influencing The Student’s Academic Survival At Stain 72

Batusangkar

HANIFAH

Developing Calculus Learning Model Based On The Theory Of Apos (Action, 76

Process, Object, And Schema)

ANNA CESARIA, MERINA PRATIWI, DEWI YULIANA FITRI, RIZKY

ROSJANUARDI,SUFYANI

Self Evaluation Phase Define Basic Algebra Module Based On Inquiry 86

Sequence And Material Series

YUSMARNI

Improving The Second Year Students’ Activity and Learning Mastery Through 88

Realistic Mathematics Education Approach Atviii A ‘Class MTS N Olak

Kemang Jambi

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

Mathematics

ANISWITA

Fungsi Terintegral Henstock-Kurzweil Serentak dan Unifiomly Globally Small 95

Riemann Sums (UGSRS) dari Ruang Euclide Ke Ruang Barisan

HELMA, NONONG AMALITA

Estimation Actual Value Based On Output Value Tools Of A Measure Using 101

The Inverse Regression

HERU MAULANA, KUNTJORO ADJI SIDARTO

Valuing Employee Stock Options (ESO) Under Employee Forfeiture Rate

107

ROSLINA, HARTONO, MUHAMMAD ZARLIS

An Overview of Methods For Increasing The Performance of Genetic Algorithm

114

SRI WAHYUNINGSIH, RAHMAT GUNAWAN

Forecasting Oil Production Using Time Series Model

119

SYAMSUL ANWAR, LONNY AFRIZALMY

Optimization of Production Planning Using Goal Programming Method (A Case 126

Study in A Cement Industry)

DAHLAN ABDULLAH, HARTONO, ANGGA PRASETYA

Stock Parts Forecasting Using Least Square In Pt. Dunia Barusa Lhokseumawe

132

Physics Education

AHMAD FAUZI, FANNY RAHMATINA RAHIM, RATNA WULAN

The Effectiveness of Mechanics Handout Integrated by Volcanic Eruption 139

Material to Creative Thinking Ability

AMALI PUTRA

Physics Learning Oriented Content Complexity and Cognitive Process for 144

Improving Student Scientific Competence on High School in Padang

ASRIZAL, HUFRI, FESTIYED

Development of Authentic Assessment For Supporting The Inquiry Learning 151

Model in Basic Electronics 1 Course

MASRIL, HIDAYATI

Development of Teaching Materials Based on Scientific Approach For Support 157

The Implementation Of Curriculum 2013 in Senior High School

TANTI, MAISON

Modification of Colorado Learning Attitudes About Science Survey (Class)

161

HIDAYATI, FATNI MUFID, ELITA, FESTIYED

The Development Of Authentic Assessment For Problem Based Learning Model

167

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

In Learning Physics For Senior High School

SILVI YULIA SARI, HUSNA

The Effectiveness Of Constructivist-Based Handouts For Fundamental Of

Physics

173

Physics

AKMAM, IREFIA RD, SILVIA D, JEMMY ROHMANA

Optimition of Least Square Inversion Using Occam Method Dipole-Dipole 178

Geoelectric Resistivity Data for Landslide Surface Estimation

ARSALI, OCTAVIANUS CAKRA SATYA, SUPARDI

Determination of System Dynamic Characteristics Based on A Serial Rc Circuit 186

Model

FATNI MUFIT, MAHRIZAL, NOVIYENDRISUDIAR

Magnetic Properties and Heavy Metal Content of Leachate Sludge in Waste 191

Landfill, Air Dingin Padang, Indonesia

MAHRIZAL, AHMAD FAUZI, AKMAM

Monitoring Technology Development Geoelectric Time-Lapse to Monitor The 197

Prone to Landslides Areas in Padang Using Methods Geoelectric Time-Lapse

Resistivity Inversion In Wenner And Schlumberger Configuration

NOVIA LIZELWATI, VENNY HARIS

Design of Experiments Set to Determine The Coefficient of Kinetic Friction on 205

Collision of Two Objects

RATNAWULAN, JULIANSYAH, AHMAD FAUZI

Effect of Calcination Temperature on Phase Transformation and Crystallite Size 210

of Granite Powder

YULKIFLI, YOHANDRI, RAHMAT TRIYONO, ZULPADRIANTO

Development of 2D Vibration Detector Using Fluxgate Sensor Based on 212

Personal Computer

YENNI DARVINA, SUCI WAHYUNI, RAMLI

The Optimization Of Calcination Temperature Of Pensi (Corbicula Moltkiana) 217

Shells To Obtain Calcite-Caco3

YOHANDRI

A Synchronous Sub-Array Circularly Polarized Microstrip Antenna For Bisar 220

Onboard Uav

Chemistry Education

AFRAHAMIRYANO

Student’s Perception of Mathematics and Science Department of Biology 226

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

Education Program Toward Basic Chemistry Course at The University

Mahaputra Muhammad Yamin Solok

ANITA HERDA, RAYANDRA A, MAISON

Profile of Senior High School Student’s Needs for Life Skill Oriented – 230

Chemistry

BAYHARTI, SURYELITA, INDAH HARIA UTARI

The Development of Problem Based Learning Worksheet on Reaction Rate for 233

Senior High School Students

GUSPATNI

The Effect of E-Learning in Chemistry Learning Outcomes: A Meta-Analysis

239

HARYANTO

Profiles Early Generic Skill Prospective Teacher of Chemistry in Jambi

University

247

LATISMA DJ

Design and Implementation of Chemistry Triangle Oriented Learning Media on

Hydrocarbons

250

RATULANI JUWITA

Developing Kit and Experiment Worksheet for Electrochemistry at XII Class of 256

Senior High School

YERIMADESI, BUDHI OKTAVIA, WILDA ZULVINA FITRI

The Development of Buffer Teaching Material In The Form of Module-Based 262

Discovery Learning for Chemistry in Senior High School

ZONALIA FITRIZA, LATISMA DJ, MAWARDI

Analysis Of Students Misconception of Atomic Structure In Sma Adabiah 267

Padang

ANDROMEDA, BAYHARTI, MENTARI DELIPUTRI

The Development Of Guided Inquiry-Based Worksheet For Laboratory Work On 273

Topic Of Colloidal System For Senior High School Instruction

Chemsitry

AMRIN, EDI NASRA

Trace Metals Accumulation in Vegetables From Some Areas in West Sumatera

278

ERPINA SANTI MELIANA NADEAK

Sodium – Diethyldithiocarbamate as A Complex Agent For Preconcentration and 282

Trace Analysis of Cd(II) Based on Flow Injection Analysis

INDANG DEWATA , EDI NASRA

Assessment of Trace Pb (II) in Sludge From Batang Anai River’s Padang

292

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

PUJI ARDININGSIH, LIA DESTIARTI, AFGHANI JAYUSKA

Isolation of Antibacterial Activities of The Endophytic Microbes From Asam 296

Kandis (Garcinia Diocia Blume)

RAHADIAN ZAINUL, ADMIN ALIF, HERMANSYAH AZIZ, SYUKRI

ARIF, SYUKRI

Photoelectrochemical Splitting Of Water By Photoelectric Induced At Carbon 301

Surface

SHERLY KUSUMA WARDA NINGSIH, MIFTAHUL KHAIR, SILVI

VERONITA

Synthesis and Characterization of ZnO Nanoparticles by Sol-Gel Method with 310

Various Additives

SRI BENTI ETIKA, SURYELITA, DEWI RAMADHANI

Isolation and Characterization of Flavonoid From Gambier Plant Leaves 315

(Uncaria Gambir R.)

SYAMSU HERMAN, AMUN AMRI

Synthesis of Copper Oxide Thin Film Via Sol-Gel Dip-Coating Route For 318

Spectrally Selective Absorber Material

ALIZAR ULIANAS

Biosensor As Food, Enviromental And Medical Controll

323

Biology Education

ANIZAM ZEIN

Use of Mind Map in Increasing Student Learning Activities and Results of 329

General Biology Course in FMIPA UNP Padang

ERNIE NOVRIYANTI, LUFRI

Developing Authentic Assessment for Contextual Teaching and Learning Model 334

at Animal Taxonomy Course

HEFFI ALBERIDA

Analyzing of Natural Science Teacher Understanding at Padang City About 338

Science Literacy, Problem Solving and Scientific Approach

M. HAVIZ

The Modern Instructional Design on Educational Research: How to Use the 343

Adaptive Systems on Instructional of Biology

MUHYIATUL FADILAH, HELENDRA, FITRI ARSIH

Identifying The Misconceptions Relate to Evolution Material Presented in

Students Biology Text Book For XII Class

358

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

RAHMAWATI D

Biology Education Student's Acceptance of Evolution Theory Before Learn 363

Evolutionary Course in Biology Department

RELSAS YOGICA, RISTIONO

Learning Style of First-Year Biology College Students in State University of 369

Padang

ZULMARDI, ARNELLIS, ARDI

Deepening Matter and Training for Competence Professional and Pedagogic 373

Teachers of Mathematics and Science at Junior and Senior High School

in District Dharmasraya of West Sumatra-Indonesia

SALVINA, LUFRI, ZULYUSRI

Contextual Approach Based On Lesson Study

On Biology Learning To Improve Cognitive Competencies Of VIII.3 Grade Of 377

MTsN Lubuk Buaya Padang Students

ZULYUSRI, RISTIONO, MEILA FETRI DARMA

Development Of Bilingual Module Nuance Contextual Approach Of Material 381

Movement Systems For Class VIII Students Of SMP

Biology

ARMEN

Fish Farming of Nila to Against The Population Reliance of Biological 386

Resources at Kerinci Seblat National Park (Tnks) in Nagari Limau Gadang

Lumpo, Pesisir Selatan

DES M, MORALITA CHATRI , ELI MATUSADIAH

Pollen Morphometry of Euphorbia Mili Moulins Varieties

394

FIFI YULIA. MAYA SARI

Management Analysis on Plants Morphology Lab Work in Basic Biology 399

Laboratory of Stain Batusangkar

GUSTINA, INDRIATI, RUTH RIZE PAAS MEGAHATI, ANNIKA MAIZELI

Identification of Amylase-Producing Bacteria From The Soil of Waste in Padang

406

MADES FIFENDY

Bacteriological Test Of Some Cooked Grinding Seasonings In The Pasar Raya 409

Padang

SYAMSU RIZAL

Tetra Primer-Arms-Pcr Construction to Detect Snp Rs290487 Tcf7l2

414

VIOLITA, TRIADIATY

Floristic Diversity, Abundance and Association of Tree Plant in Bukit 12 418

National Park Jambi.

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

YUNI AHDA, ELSA YUNIARTI AND JEFRI CHANDRA

TRP64ARG Adrenergic Reseptor ß-3 (ADRB3) GENE POLYMORPHISMS 426

ON TYPE 2 Diabetes Mellitus Patients In Minangkabau Ethnics

Technology and Other

AL AL, SEPANUR BANDRI

1-Phase Inverter Trigger Pulse Control Design Based Arduino microcontroller in 432

The Hybrid Power Plant Regulator Systems

BUDI UTAMI FAHNUN, LELY PRANANINGRUM, WINOKO DAVID

CHRISTOFEL

Geographical Information System Handycraft Application Based on Mobile in

Depok City

436

CHOIRUL HUDA SUBARYANTO, RENDY WIKRAMA WARDANA

The Technique Of Variable Projection and Rules of Temple Area in Operation of 446

Series

DEDY HARTAMA, JALALUDIN

Model Rules of Student Academic Achievement With The Algorithm C 4.5

454

ERWINSYAH SATRIA

Improving Students Activities and Learning Outcomes in Natural Science in 458

Class V by Using Somatic Auditory Visual Intellectual (SAVI) with Science Kit

Seqip in SD Negeri 25 Seroja Lintau

HASANUDDIN HENDRI NURDIN, WASKITO, SYAHRUL

Design and Contructions of Simple Distilations Unit With Reflux Column Model 465

For Cane Tibarau (Saccarum Spontaneous Linn) Bioethnol Productions

HENDRI NURDIN HASANUDDIN, IRZAL, PURWANTONO

Analysis of Behavior Deflection Composite Particle Board Cane Baggase Using 472

Adhesives Tapioca

LELYA HILDA, SYAFIRUDDIN, REPLITA

Integrated Farming, Creating Zero Waste Environment

475

RINA SUGIARTI, ANITA WASUTININGSIH, EGA HEGARINI

Geographic Information System Web-Based on Creative Industry in West 479

Sumatera

SALMAINI S

Development Of Mathematics Instructional Model Based Assisted Contextual Ict 486

In High School

SYUHENDRI

Physics Education Students’ Conceptions On Active Forces and Action-Reaction

Pairs

492

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

Message

from the

Rector of State University of Padang

Ladies and Gentlemen,

It give me great happiness to extend my sincere and warm welcome to the

participants of the International Conference on Mathematics, Science, Education and

Technology (ICOMSET 2015). On behalf of Universitas Negeri Padang, let me

welcome all of you to the conference in Padang, West Sumatra Province, Indonesia.

We believe that from this scientific meeting, all participants will have time to discuss

and exchange ideas, findings, creating new networking as well as strengthen the

existing collaboration in the respective fields of expertise. In the century in which the

information is spreading in a tremendous speed and globalization ia a trend.

Universitas Negeri Padang must prepare for the hard competition that lay a head.

One way to succeed is by initiating and developing collaborative work with many

partners from all over the world. Through the collaboration in this conference we can

improve the quality of our researches as well as teaching and learning process in

mathematics, science and technology.

I would like to express my sincere appreciation to FMIPA UNP and organizing

committee who have organized this event. This is a great opportunity for us to be

involved in an international community. I would also like to extend my appreciation

and gratitude to keynote speakers and participants of this conference for their

contribution to this event.

Finally, I wish all participants get a lot of benefits at the conference. I also wish all

participants can enjoy the atmosphere of the city of Padang, West Sumatra.

Thank you very much

Prof. Dr. Phil. Yanuar Kiram

Rector

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

Message

from the

Dean of Faculty of Mathematics and Science

State University of Padang

Rector of State University of Padang

Vice-Dean of Faculty, Mathematics and Science

Head of Department in Faculty of Mathematics and Science

Distinguished Keynote Speakers

Organizers of this conference

Dear participants

Ladies and gentlemen

I am delighted and honored to have this opportunity to welcome you to ICOMSET

2015 - the International Conference on Mathematics, Science, Education and

Technology, which is hosted by Faculty of Mathematics and Science, State

University of Padang.

As the Dean of Faculty of Mathematics and Science, I wish to extend a warm

welcome to colleagues from the various countries and provinces. We are especially

honored this year by the presence of the eminent speaker, who has graciously

accepted our invitation to be here as the Keynote Speaker. To all speakers and

participants, I am greatly honored and pleased to welcome you to Padang. We are

indeed honored to have you here with us.

The ICOMSET organization committee and also the scientific committee have done

a great work preparing our first international conference and I would like to thank

them for their energy, competence and professionalism during the organization

process. For sure, the success I anticipate to this conference will certainly be the

result of the effective collaboration between all those committees involved.

This conference is certainly a special occasion for those who work in education,

mathematics, science, technology, and other related fields. It will be an occasion to

meet, to listen, to discuss, to share information and to plan for the future. Indeed, a

conference is an opportunity to provide an international platform for researchers,

academicians as well as industrial professionals from all over the world to present

their research results. This conference also provides opportunities for the delegates to

exchange new ideas and application experiences, to establish research relations and

to find partners for future collaboration. Hopefully, this conference will contribute

for Human and Natural Resources.

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

I would like to take this opportunity to express my gratitude to all delegates and

sponsors for their full support, cooperation and contribution to the ICOMSET 2015. I

also wish to express my gratitude to the Organizing Committee and the Scientific

Committee for their diligence. The various sponsors are also thanked for their kind

support.

In closing, I realize that you are fully dedicated to the sessions that will follow, but I

do hope you will also take time to enjoy fascinating Padang, with its tropical setting,

friendly people and multi-cultural cuisine.

I wish the participants a very fruitful and productive meeting and with that. Finally,

we respectfully request the Rector of State University of Padang to open the

ICOMSET 2015 officially.

Thank you,

Faculty of Mathematics and Science

Prof. Dr. Lufri, M.S.

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

Message

from the

Chairman of Organizing Committee

Firstly, I would like to say welcome to Padang Indonesia. It is an honor for us to host

this conference. We are very happy and proud because the participants of this

conference come from many countries and many provinces in Indonesia.

Ladies and gentlemen, This conference facilitates researchers to present ideas and

latest research findings that allows for discussion among fellow researchers. Events

like this are very important for open collaborative research and create a wider

network in conducting research.

In this conference, there are about 120 papers that will be discussed from various

aspects of mathematics, science, technology, education and other related topics.

For all of us here, I would like to convey my sincere appreciation and gratitude for

your participation in this conference.

Thank you very much

Drs. Hendra Syarifuddin, M.Si, Ph.D

Chairman

ICOMSET

Mathematics Education

ETNOMATHEMATICS (MATHEMATICAL CONCEPTS IN MINANGKABAU

TRADITIONAL GAME)

Adri Nofrianto

Mathematics Department, Faculty of Mathematics and Science

Sekolah Tinggi Keguruan dan Ilmu Pendidikan YDB Lubuk Alung

adrinofrianto@gmail.com

ABSTRACT

The aim of the study is to explore mathematical concepts that can be developed by playing a minangkabau

traditional game. The game that is observed in this study is a stick game (main lidi or cimene). This game is

played by children in age of 5 until 14 years old. The primary concern of this paper is algebra concepts. It can

develop number senses, basic counting principle such as addition and multiplication, placing value, and basic

symbols. The side findings are it can develop children’s character and children Scientifics culture. Furthermore,

this paper will provide a new insight in “cimene” game to Minangkabau society and it also give the opportunity

to save the traditional games from extinction.

Index terms – etnomathematics, mathematical concepts, minangkabau traditional game, character, scientifics

culture.

1. INTRODUCTION

2. STICK (LIDI/CIMENE) GAME

Mathematics is human activity[1]. It has two

meanings. First, people have to experience to

construct mathematics idea. They are required to

involve actively in constructing mathematics

concepts. Second, mathematics exists in human

activity. Everyday activities involve mathematics.

There is mathematics in transactions in the market, in

constructing a building, in tailoring clothes, in

bathing, games and many others human activity. This

activity has repeated so many times and some activity

has become cultures.

This reality encourages the researcher to

understand and learn about mathematics concepts that

can be developed in a game. The game that is chosen

is a Minangkabau traditional games that is played

since years ago. However, the culture changes have

led to the era where children do not play the game as

many as it is played a few years ago. It is a games that

utilized sticks as the main tool.

According to Glorin; Ascher [2] Etnomathematics

is the study of mathematical practices of specific

cultural group and the course of dealing with

environmental problems and activities. It means that

etnomathematics is the study that related to

mathematics concept, mathematical activities and

mathematics behavior that is used, done and exist in

one culture. Cultures is a setrt of norms, beliefs, and

values that are common to a group of people who

belong to same ethnicity[2].

This study is aim to explore the mathematical

concepts that is recited in sticks games. It also aims to

provide a new insight in “cimene” game to

Minangkabau society and to guarantee the continuity

of this traditional game.

Sticks game (play lidi/cimene) is a game that

used sticks as the main objects. It uses hundreds of

sticks which have two or three different lengths. The

length represents the different value of each stick. The

shortest sticks represent the smallest value and the

longestone represents the highest value. The value of

the stick is given by players before they begin to play

as an agreement. In other word, there arepossibilities

that the sticks will be valued differently in different

game.

Sticks game is played by children of age 5 until

14 years old. It can be played by two, three, four and

many players. This game also can be played by group.

The complete description of the game will be

described as follows:

a. There are at least two player

b. There arehundreds of shortest sticks, tens of

middle sticks and 1-5 the longest sticks.

c. The player determines the value of each different

length of sticks. The shortest can be valued1,

2,3,.., 10,…,100, the middle length can be valued,

5, 10, 50, 100, 500, and the longest can be valued

10, 100, 1000,…. However, the shortest always

get the smallest value and the longest always get

the highest value.

d. The player holds all of sticks in the hand with a

certain height and let it go.

e. The player collect the sticks one by one without

touching other than stick that he/she wants to

collect. In collecting the stick, eventhough the

player does not touch a stick and the stick is

Copyright FMIPA UNP © 2015

ISBN 978-602-19877-3-5

1

ICOMSET

moving or shaken, it is considered that he/she

failed.

f. The player counts their sticks and their score.

g. The scores are accumulated in each turn

h. The player that gets the highest score will be

announced as the winner of the game.

The primary concern is to observe the

mathematical concepts that can be developed by

children throughout playing the game.

3. MATHEMATICAL CONCEPT

3.1 Numbers senses

Numbers trigger young children’s interest. The

everyday activities became the best media for learning

processes.Children in early age has introduced to

numbers by people around them. A age four, most of

children can count until ten. However, they do not

introduce any sign of each numbers. In several cases,

when children talk about numbers the made several

mistakes such as they cannot determine the value of

each number, they get confuse to choose which one is

greater between 6 and 7, and irregularity in counting

(1, 2, 3, 6, 7, 5).

In order to help young children to understand

numbers in a sense, adult tends to use fingers as real

objects that represent numbers. In this situation sticks

in sticks games can be used as real objects in

introducing the numbers sense to young children.

In playing a game, young children can see the

number of sticks that they obtained (we focused in

sticks that valued as 1). They count the sticks by

themselves. They know how many sticks that

represent a number. In the end, children can reach a

sense what numbers really is, what they represents.

3.2 Addition

As the rule of the game said that players can

determine the value of each different length of sticks,

it creates an opportunity to children to learn about

addition. It happens when player count their sticks.

For example, when the player decided to value the

shortest sticks as 1, the middle sticks as 5 and the

longest sticks as 10, then the can learn addition of 1,

5, and 10.

1+1+1+1+….+1+5+5+…+5+10+10

5+5+…+5+1+1+1….+1+10+10

There are many combination that can done by

the children. Moreover, the difficulties of the addition

processes are increase when the player valued with

others numbers.

This informal situation will sharpen children

addition ability. Since children experiences by

Copyright FMIPA UNP © 2015

ISBN 978-602-19877-3-5

Mathematics Education

themselves the addition activities, it will help them to

understand the concept of addition.

3.3 Multiplication

Multiplication is one of basics concepts of

algebra that need to be learn by students. It is a bridge

to learn others concepts such as division, multi-digit

multiplication, fractions, and ratios. It is really

important to students in understand multiplication

concept such that they can overcome any difficulty in

the next lesson.

Mathematics concepts are related one to another.

According[3]the instruction of multiplication starts

when children have mastered the basic additions and

subtraction skills.

Introducing multiplication to students begins by

introducing the idea of add so many times[4]. This

condition can be supported when the student play this

games. In sticks game, add the value of the sticks as

many as the number of sticks that they have. For

example, if a player gets eight of shortest sticks

(valued by 5), three of middle sticks (valued by 10)

and one of the longest sticks (valued by 50), it can be

count as follows:

First method

5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 = 40

10 + 10 + 10 = 30

50

40 + 30 + 50 = 120

or he can count as (second method)

8 × 5 = 40 ,3 × 10 = 30, 1 × 50 = 50

40 + 30 + 50 = 120

or he does the processes of counting in his mind (third

method)

5, 10, 15, 20, 25, 30, 35, 40, 50, 60, 70, and 120.

Whatever the method of counting that is used, it

happens during the games. This situation gives

players togain new experiences in counting. By

assimilating the knowledge that they have with the

new knowledge, they come to new conclusion.

The sticks played its role as real object that

representing a number (a group of objects 1) and the

children will count the number of object 1). They

count the number by adding so many times until they

get their result. It leads to multiplication concept that

is used by other players.

In conclusion, sticks game can be used to

introduce children to multiplication concepts. It can

happen naturally without intervention of unnecessary

effort that lead to force children to understand the

concept as the teacher believe what it really is.

2

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3.4 Placing value

There are three different kinds of sticks based on

length. Every stick represents different values.

Learning from the fact that the valued of one sticks

can be replaced by some sticks, it provide a new

insight of the game. The player can learn about

placing value where the value of one stick is equal to

several sticks. Let’s takes an example of this case. We

assume that the shortest stick is valued as 1, the

middle length of stick is valued as 10, and the longest

stick is valued by 100. From this three sticks

children/player can learn that 1 of middle lengths

sticks is equal to 10 of shortest sticks and 1 of longest

sticks is equal to 10 middle length sticks or 100

shortest sticks. It will provide a new knowledge to

player that each number has their own place in

number system.

Since players are free to decide the value of each

stick, they have the opportunity to learn different

value of numbers to others.

Mathematics Education

4. SCIENTIFIC CULTURE

4.1 Careful observation

Winning is the goal of playing games. In order

to win in sticks game, player must collect the higher

score. Higher score will be achieved when the player

can collect amount of sticks. Every player will try to

collect the longest sticks as much as possible since it

has higher value.

As game is played, the difficulties of collecting

sticks increase consistently. Player needs to be careful

to collect the sticks.

3.5 Basic symbols

Among the mathematics concepts that can be

developed by playing sticks games is the basic

understanding of symbols. Symbol are used to

communicated an idea. In several occasion, we create

our own symbols and give definition what the

meaning of the symbols. For example, in English the

symbols for area is A. However we used L as the

symbols of Area. There are many cases that we define

a symbol to communicate an idea. Another example is

letter 𝑥𝑥 that is used differently in different cases. It

represents different meaning. Since it is used to

communicate an idea, we define the meaning of 𝑥𝑥

before we use it such that our audiences understand

the topic.

Therefore, I argue that symbols are created by

people but people get confuse with the symbols

themselves. It is really important to look back to the

nature of symbol. Symbols are created to help people

communicate their idea. Symbols are a set of

unrecognized figure that need to be remember.

Symbols should be understood by the users.

Based on this believe, sticks games can be used

to introduce the basic understanding of symbols.

Players make the rule. They valued the sticks and

sticks itself become symbols to the player. If the

players decided the valued of shortest stick is 5, the

shortest stick become the symbols of 5. As the game

played so many times and the sticks become symbols

for many numbers. Through the experiences, children

will come to a sense that one sticks can represent

many numbers and its depend on the first definition

that the give to the stick. It comes to the sense that

one symbols can have different meaning, it depends

on the context the symbol that is used.

Copyright FMIPA UNP © 2015

ISBN 978-602-19877-3-5

Figure 1.

Figure 2.

Figure 1 shows that a player try to collect the

sticks, he try to collect the easiest part first. As in the

picture 4.1.2, player comes to face difficult situations.

He should observe the position of the stick such that

others sticks do not shaken when he execute the plan.

The player should consider the position of stick.

He also makes prediction what will happen to sticks

around it. It required a careful observation and

thorough investigation. When he fails to analyze the

situation, the player loses his opportunity to get extra

score.

4.2 Decision making

Every player encounters different problems in

every turn that they have.It creates an opportunity to

develop students problem solving. The first step to

solve the problem is to do an observation. The second

step is analyzing the structure of stake of sticks. The

third step they need to decide which stick that will be

taken, how to do it, and what method that will be

used.

3

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When children do this activity so many times

and experience it by themselves, it will develop their

problem solving ability. They learn what should be

done before taking a decision. They learn to evaluate

their work. They learn from mistakes. Finally, they

learn to overcome their disappointment.

5. CHARACTER BUILDING

The stake of sticks is very unstable. Players

should focus on the sticks. Every player that take turn

can deceive other players since it is possible that the

sticks only shake a little such other player could not

see it. Therefore, every player should honest to

themselves and other players. They must admit every

mistake that they do during the games.

There are consequences for players that lie to

others. It is often that the player who cheats will be

disqualified. Other punishments for cheated player are

losing one or two his turn, all sticks that he gets are

not counted or forcing to quit the games. These

punishments teach young children that dishonest are

wrong act. They also learn that there are

consequences for wrong acts.

Copyright FMIPA UNP © 2015

ISBN 978-602-19877-3-5

Mathematics Education

6. CONCLUSION

This paper provides a new insight that traditional

game is not just a game. It is full of mathematical

concepts, lesson and values. These games can be used

to develop several mathematical concepts, scientific

culture, and children character. It will be challenging

to develop a learning instruction that utilize this game.

REFERENCES

[1] Freudenthal, Hans. (2006). Revisiting mathematics

education: China lectures (Vol. 9): Springer

Science & Business Media.

[2] Yusuf, MW, Saidi, I, & Halliru, A. (2010).

Ethnomathematics (A Mathematical game in the

Hausa culture). International Journal of

Mathematical Science Education, 3(1), 36-42.

[3] Kroesbergen, Evelyn H, & van Luit, Johannes EH.

(2002). Teaching multiplication to low math

performers: Guided versus structured instruction.

Instructional Science, 30(5), 361-378.

[4] Van Den Heuvel-Panhuizen, Marja. (2001).

Children learn mathematics: Freudenthal Institute,

Utrecht University Utrecht, The Netherlands.

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Mathematics Education

THE INTEGRATION OF SPIRITUAL AND SOCIAL COMPETENCIES ON

CURRICULUM 2013 IN MATH SUBJECT IN STATE JUNIOR HIGH SCHOOL OF

MEDAN

Akrim

Muhammadiyah University of North Sumatera

Jl. Kapten muchtar Basri No. 3 Medan

Akrim_umsu@yahoo.com

ABSTRACT

The purpose of this research is to find integration model of spiritual and social competencies contained in

the lesson planning, implementation of learning, and assessment of learning, especially in mathematics in the

first grade of junior high school (VII SMP) which is able to integrate spiritual and social competencies while

inserting the competence of knowledge and skills in it. In the field, the researchers found some things that hinder

the integration of the two competencies, namely the teachers still do not fully understand how the planning that

is integrated with core competence (KI) 1 and core competence (KI) 2, the learning model used in the learning

process does not yet support the process of forming the character of the students. Similarly, in giving exercise,

the teacher does not insert spiritual and social values in essay test and just sticking with multiple choice

questions.

The Integration of spiritual and social value in learning is very dependent on the learning model that

corresponds to the characteristics of learning materials. It can be applied if teachers choose the PAIKEM

learning (active learning, innovative, creative, effective and fun) such as problem-based learning, project-based

learning, inquiry learning and discovery learning). The assessment of spiritual and social competencies should be

carried out through the observation, inter-students assessment, self-assessment and teacher’s journal. Therefore,

teachers need to make a rubric of attitude assessment expressed qualitatively..

Index term: Competence, Spritual and Social, curriculum 2013

1. INTRODUCTION

Curriculum is a set of plans and arrangements

regarding the objectives, content and learning

materials and methods used as guidelines for the

organization of learning activities to achieve certain

educational purpose (Depdiknas, 2006: 449).

Curriculum regulates how the implementation of

learning in the classroom, and therefore the

curriculum is a reference for teachers in determining

the learning materials and the appropriate methods

that can be applied to achieve educational goals. In

order to enhance the quality of education in Indonesia

for the better, the government has made several

changes of curriculum in accordance with the reality

of the situation existing education. As with

phenomena which recently befell the world of

education in Indonesia, where many cases occurred

unscrupulous performed by students ranging from

elementary to high school level, has forced the

government especially Dekdikbud (Department of

Education and Culture) to establish a curriculum that

emphasizes the cultivation of spiritual and social

values on the learners, that is Curriculum 2013.

According to Nuh M. (2012), Minister of

Education and Culture, the implementation of

Curriculum 2013 aims to correct the behavior and

character of the learners so that cases such as fights,

sexual harassment, bullying, violence, among

adolescents can be minimized. Curriculum 2013,

Copyright FMIPA UNP © 2015

ISBN 978-602-19877-3-5

which emphasizes on education that integrates

spiritual and social competencies and of course

without losing the cognitive and psychomotor

competencies is a perfect solution to resolve the crisis

of morals and character education. On the Curriculum

2013, the perpetrators of good education is the

principal, teachers, and students have to integrate the

spiritual and social competence in all subjects in

school. In other words, in each of the learning

process, students not only will have the competencies

of knowledge (cognitive) and skills (psychomotor),

but also spiritual and social competence. However, it

was later raised concerns in the minds of educators

will be their inability to apply the spiritual and social

competence in specific subjects such as Mathematics,

Science and others.

Polemic pros and cons of the implementation of

the curriculum 2013 that occurred in the community

has inspired researchers to conduct research regarding

the application of curriculum 2013 in mathematics at

some junior high school in the city of Medan, to know

the deficiencies of curriculum 2013 that occur in the

field whether it is derived from human resources as

teachers, as well as learning devices. Furthermore,

from the results of the investigation, researchers will

design the integration pattern of spiritual and social

competence in process of lesson planning, the

implementation of learning, and assessment of

learning and also develop Math textbook, for the first

5

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Mathematics Education

grade of Junior High School which integrate spiritual

and social competence with knowledge and skills in

it. The implementation of curriculum 2013 in the city

of Medan is started simultaneously in the academic

year 2014, so the results of this study are expected to

be a good evaluation for teachers, principals and

government in the development of curriculum 2013.

2. REVIEW OF LITERATURE

2.1 Curriculum 2013

Curriculum is the heart of education where the

materials, processes, content and learning objectives

determined by it. According to Nasution (1995), the

curriculum is a number of subjects at school or

lectures in university that must be taken to achieve a

level. The same thing also expressed by UNESCO

(2004: 13), which states that "Curriculum is what is

learned and what is taught (context); how it is

delivered (teaching-learning methods); how it is

assessed (exams, for example); and the resources used

(eg, books used to deliver and support teaching and

learning) ". Studies in several countries in Asia,

Europe and the USA (David L.Grossman, Wing On

Lee and Kerry J. Kennedy, eds., 2008) suggests that

the policy on the school curriculum is closely linked

to the interests of national education policy and

situation as well as context that supports it. Therefore,

a curriculum change in a country can be caused by the

need of education situation is happening.

Curriculum should give attention to the whole

sphere that is not only focused on the cognitive,

psychomotor or affective only. Competence

curriculum that is able to integrate spiritual, social,

cultural and cognitive competence in line with the

character and competence of psychomotor course will

produce a civil and dignified man. This is in

accordance with the formulation of the human quality

of Indonesia in the National Education Goals set forth

in Law No. 20 of 2003 on National Education

System:

National education serves to develop the ability

and character development as well as the civilization

of dignity in the context of the intellectual life of the

nation, aimed at developing students' potentials in

order to become a man of faith and fear of God

Almighty, noble, healthy, knowledgeable, capable,

creative, independent and become citizens of a

democratic and responsible.

Curriculum 2013 is a new curriculum proposed

by the Ministry of Education and Culture of the

Republic of Indonesia to replace the Education Unit

Level Curriculum (Curriculum 2006). Curriculum

2013 is a curriculum that promotes understanding,

skills and character education. Students regulate on

the material, active in discussions and presentations as

well as having good manners discipline.

2.2 Core Competence and Basic Competence

2.2.1 Core Competence (KI)

Copyright FMIPA UNP © 2015

ISBN 978-602-19877-3-5

Core Competence cannot be equated with

Competency Standards (SK). If SK in the KTSP

(Education Unit Level Curriculum) is taught to

students, the core competency is not to be taught, but

to be formed through learning process. Every subject

must be submitted to the core competencies that have

been formulated. In other words, all the subjects that

are taught and learned in the classroom should

contribute to the formation of core competence.

The core competence serves as organizing

element of basic competence. As an organizing

element, core Competence is a binder for the vertical

and horizontal organization of basic competency.

Vertical organization of Basic Competence is the link

between the the Basic Competence content of class or

level of education to a level above that meet the

principles of learning in which there is a continuous

accumulation of the content learned. Horizontal

organization is the link between the Basic

Competence content of the subject with the Basic

Competence content of different subjects in the

weekly meetings and the same class so that a process

of mutually reinforcing can happen.

According to the Ministry of Education and

Culture (2013), designed core competencies in four

inter-related groups, namely:

a. Core Competence 1 (related to the spiritual

attitude)

In this religious competence, students can be

judged on the following charges: a) Obedience

worship, b) Conduct of gratitude, c) Pray before

and after the activity, d) Tolerance in worship.

b. Core Competence 2 (related to social attitude)

In this social competence, the attitudes which can

be observed : a) Honest, b) Discipline, c)

Responsibility, d) polite, e) Caring, f) Confident,

and the other attitudes according to its competence

in

learning,

for

example:

cooperation,

thoroughness, perseverance, and others.

c. Core Competence 3 (related to knowledge)

Knowledge competence is divided into several

basic competencies that depend on the subjects

and the learning material at a certain level.

d. Core Competence 4 (related to skill).

The forms of skill Competence are result of

students’ works, students' performance, project,

portfolio, and others.

The four groups are the reference of basic

competencies and should be developed in every

learning activity integratively. Competences that

relates to religious and social attitudes are developed

indirectly (indirect teaching) when students learn

about knowledge (core competence 3) and skill (core

competence 4).

2.2.2. Basic Competence (KD)

In supporting core competencies, learning outcomes of a subject are explained into basic

competencies. The achievement of core competence

6

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is obtained through learning basic competence

conveyed through subjects. The formulation is

developed by taking into account the characteristics of

learners, initial capabilities, as well as the

characteristics of a subject. As a supporter of the

achievement

of

core

competencies,

basic

competencies are grouped into four according to the

formula that supports core competencies, namely:

a. Basic competence group of spiritual Attitude

(supporting core competence-1) or group 1

b. Basic competence group of social attitudes

(supporting core competence-2) or group 2

c. Basic competence group of knowledge

(supporting core competence-3) or group 3

d. Basic competence group of skills (supporting core

competence-4) or group 4.

The description of basic competence is to ensure

that the achievements of the learning does not stop

until the knowledge alone, but must continue to skills,

and comes down to attitude. Through the core

competence, each subject is emphasized not only to

contain the knowledge, but also includes content that

is useful to the process of skill formation. It also

contains a message about the importance of

understanding these subjects as part of the formation

of attitudes. The ongoing process is to ensure that

knowledge continues to skill and empties to attitude

so that there is a close relationship between basic

competence of knowledge, skills, and attitudes.

2.3 Lesson Plan of Curriculum 2013

Lesson Plan is a work plan that describes

procedures, organizing, learning activities to achieve

the basic competencies that have been established

which have been outlined in the syllabus. Lesson plan

most scope covers the basic competencies that

comprise one) indicator or several indicators for one

session or more. A teacher must pay attention to the

steps the preparation of lesson plan. in Curriculum

2013 is divided into three major steps, preliminary

activities, core activities and closing activities. Before

preparing lesson plans, there are some things you

should know:

a. Lesson plan is derived from the syllabus for

directing the activities of learners in order to

achieve basic competency. Every teacher in the

educational unit Lesson Plan obliged to prepare a

complete and systematic.

b. Lesson plan are prepared for every basic

competence which can be implemented in one

meeting or more.

c. The teacher designed a fragment of the Lesson

Plan for each meeting tailored to scheduling in the

education unit.

Components of lesson plan in Curriculum 2013

consists of: 1) Identification of Subjects, 2) Basic

Competence, 3) Achievement Indicators Competence,

4) The learning objectives, 5) Teaching materials, 6)

Allocation of time, 7) Method of learning, 8) learning

Copyright FMIPA UNP © 2015

ISBN 978-602-19877-3-5

Mathematics Education

activities, 9 ) assessment of learning outcomes, 10)

learning resources

2.4

The Implementation

Curriculum 2013

of

Learning

in

Learning is an effort to create a climate and

services on the ability, potential, interests, talents, and

needs of diverse learners to enable the optimal

interaction between teachers and students, and

between students and students. The Ministry of

Education and Culture (2013) stated that there ar

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

The International Conference on

Mathematics, Science, Education

and Technology

(ICOMSET 2015)

Edu ca t ion , M a t h e m a t ics, Scie n ce a n d

Te ch n ology for H u m a n a n d N a t u r a l

Re sou r ce s

October 22, 2015

Inna Muara Hotel and Convention Center

Padang, Indonesia

Organized by

Faculty of Mathematics and Science

State University of Padang

Padang, Indonesia

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

Organizing Committee

STEERI N G COM M I TTEE

Prof. Dr. Phil. H. Yanuar Kiram (Rector Universitas Negeri Padang)

Prof. Dr. H. Agus Irianto (Vice Rector I, Universitas Negeri Padang)

Prof. Dr. Lufri, M.Si (Dean Faculty of Mathematics and Science

Universitas Negeri Padang)

Dr. Yulkifli, S.Pd., M.Si (Vice Dean I, Faculty of Mathematics and Science

Universitas Negeri Padang)

ORGAN I ZI N G COM M I TTEE

Chairman

: Drs. Hendra Syarifuddin, M.Si., Ph.D

Vice Chairman : Ananda Putra, M.Si., Ph.D

Secretary

: Yohandri, M.Si., Ph.D

ED I TOR BOARD

Dr. Rahadi Wirawan, M.Si (Universitas Mataram)

Yuhendra, Ph.D (Institut Teknologi Padang)

Prof. Dr. Elizar (UNP)

Luhur Bayuaji, Ph.D (Universiti Malaysia Pahang)

Prof. Usman Sumo, Ph.D (Univ. Indonesia)

Dr. Jefri Marsal (Univ. Jambi)

Dr. Yosza Dasril (Universiti Teknikal Malaysia Malaka)

Prof. Josaphat Tetuko SS (Chiba University)

Prof. Dr. Festiyed, M.S (UNP)

Prof. Dr. Lufri, M.S (UNP)

Prof. Dr. Ahmad Fauzan, M.Pd, M.Sc (UNP)

Prof. Akrajas (UKM)

Prof. Hadi Nur (UTM)

Dr. Tan Ling Ling (Universiti Kebangsaan Malaysia)

Prof. Wahyudin (UPI)

Prof. Akhmaloka (ITB)

Dr. Yuni Ahda, M.Si (UNP)

Prof. Dr. Syafrizal , M.Si (UNAND)

Prof. Dr. I Made Arnawa, M.Si (UNAND)

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

Contents

Messages

Rector of State University of Padang

Dean of Faculty of Mathematics and Science

Chairman of Organizing Committee

xi

xii

xiv

Keynote Speaker

BILL ATWEH

Socially Response-able Mathematics, Science and Technology Education: xv

Quality, Engagement, and Sustainability

ANDRIVO RUSYDI

New Paths For Half-Metallic And Ferromagnetic In Oxides

xvi

NUR HADI

The Design of Solid Catalysts: Some Examples from Universiti Teknologi xvii

Malaysia

CHAN YEE KIT

A Millimeter-Wave GBSAR for Landslide Monitoring

xviii

ANANDA PUTRA

Novel Bacterial Cellulose With Well Oriented Fibrils Alignment: Synthesis and xix

Characterization

Mathematics Education

ADRI NOFRIANTO

Etnomathematics (Mathematical Concepts in Minangkabau Traditional Game)

1

AKRIM

The Integration of Sosial and Spiritual Competences Curriculum 2013 in Math 5

Subject in State Junior High School of Medan

ARNELLIS, SUHERMAN, DODI VIONANDA

Statistical Analysis of the Relationship Pedagogic and Professional Capabilities 15

Results Competency Test Teacher Senior High School West Sumatra Province

EDWIN MUSDI

Development of Mathematics Instructional Model Based on

Realistic 21

Mathematics Education to Promote Problem Solving Ability Junior High

School Students of Padang

ELITA ZUSTI JAMAAN

Improving The Professional Competence of Elementary School Teacher 27

Through Programmed Training in Working Up A Student Sheet Based on

Critical and Matehematical Thinking in Pasaman Regency

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

HAFIZAH DELYANA

Improved Communication Mathematical Abilities Through Implementation The 33

Firing Line’s Strategy at VII Class of Junior High School

MARIAM NASUTION, RAHMATUL HAYATI, LATISMA

The Development of an Authentic Assessment in Geometric Subject which is 40

Oriented to Problem Based Learning (PBL)

PIPIT FIRMANTI

The Process of Deductive Thinking of Junior High School Students in 47

Completing Geometric Proof Based on Gender

RINA FEBRIANA, YUSUTRIA

Analysis Validity LKM Based Contextual Algebra Basic In STKIP PGRI 52

Sumbar

ZETRIUSLITA, REZI ARIAWAN, HAYATUN NUFUS

Profile Ability Think Critically Student in Completing Mathematical Problems 57

Based on The Level of Academic Ability

ALI ASMAR

Development Constructivism Learning Materials Use Cooperative Model At 59

Fifth Class Of Elementary School

ISRA NURMAI YENTI, DONA AFRIYANI

A Need Analysis Of Material Development Of Qur’anic Integrative Calculus

67

LELY KURNIA

Modelling Of Factors Influencing The Student’s Academic Survival At Stain 72

Batusangkar

HANIFAH

Developing Calculus Learning Model Based On The Theory Of Apos (Action, 76

Process, Object, And Schema)

ANNA CESARIA, MERINA PRATIWI, DEWI YULIANA FITRI, RIZKY

ROSJANUARDI,SUFYANI

Self Evaluation Phase Define Basic Algebra Module Based On Inquiry 86

Sequence And Material Series

YUSMARNI

Improving The Second Year Students’ Activity and Learning Mastery Through 88

Realistic Mathematics Education Approach Atviii A ‘Class MTS N Olak

Kemang Jambi

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

Mathematics

ANISWITA

Fungsi Terintegral Henstock-Kurzweil Serentak dan Unifiomly Globally Small 95

Riemann Sums (UGSRS) dari Ruang Euclide Ke Ruang Barisan

HELMA, NONONG AMALITA

Estimation Actual Value Based On Output Value Tools Of A Measure Using 101

The Inverse Regression

HERU MAULANA, KUNTJORO ADJI SIDARTO

Valuing Employee Stock Options (ESO) Under Employee Forfeiture Rate

107

ROSLINA, HARTONO, MUHAMMAD ZARLIS

An Overview of Methods For Increasing The Performance of Genetic Algorithm

114

SRI WAHYUNINGSIH, RAHMAT GUNAWAN

Forecasting Oil Production Using Time Series Model

119

SYAMSUL ANWAR, LONNY AFRIZALMY

Optimization of Production Planning Using Goal Programming Method (A Case 126

Study in A Cement Industry)

DAHLAN ABDULLAH, HARTONO, ANGGA PRASETYA

Stock Parts Forecasting Using Least Square In Pt. Dunia Barusa Lhokseumawe

132

Physics Education

AHMAD FAUZI, FANNY RAHMATINA RAHIM, RATNA WULAN

The Effectiveness of Mechanics Handout Integrated by Volcanic Eruption 139

Material to Creative Thinking Ability

AMALI PUTRA

Physics Learning Oriented Content Complexity and Cognitive Process for 144

Improving Student Scientific Competence on High School in Padang

ASRIZAL, HUFRI, FESTIYED

Development of Authentic Assessment For Supporting The Inquiry Learning 151

Model in Basic Electronics 1 Course

MASRIL, HIDAYATI

Development of Teaching Materials Based on Scientific Approach For Support 157

The Implementation Of Curriculum 2013 in Senior High School

TANTI, MAISON

Modification of Colorado Learning Attitudes About Science Survey (Class)

161

HIDAYATI, FATNI MUFID, ELITA, FESTIYED

The Development Of Authentic Assessment For Problem Based Learning Model

167

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

In Learning Physics For Senior High School

SILVI YULIA SARI, HUSNA

The Effectiveness Of Constructivist-Based Handouts For Fundamental Of

Physics

173

Physics

AKMAM, IREFIA RD, SILVIA D, JEMMY ROHMANA

Optimition of Least Square Inversion Using Occam Method Dipole-Dipole 178

Geoelectric Resistivity Data for Landslide Surface Estimation

ARSALI, OCTAVIANUS CAKRA SATYA, SUPARDI

Determination of System Dynamic Characteristics Based on A Serial Rc Circuit 186

Model

FATNI MUFIT, MAHRIZAL, NOVIYENDRISUDIAR

Magnetic Properties and Heavy Metal Content of Leachate Sludge in Waste 191

Landfill, Air Dingin Padang, Indonesia

MAHRIZAL, AHMAD FAUZI, AKMAM

Monitoring Technology Development Geoelectric Time-Lapse to Monitor The 197

Prone to Landslides Areas in Padang Using Methods Geoelectric Time-Lapse

Resistivity Inversion In Wenner And Schlumberger Configuration

NOVIA LIZELWATI, VENNY HARIS

Design of Experiments Set to Determine The Coefficient of Kinetic Friction on 205

Collision of Two Objects

RATNAWULAN, JULIANSYAH, AHMAD FAUZI

Effect of Calcination Temperature on Phase Transformation and Crystallite Size 210

of Granite Powder

YULKIFLI, YOHANDRI, RAHMAT TRIYONO, ZULPADRIANTO

Development of 2D Vibration Detector Using Fluxgate Sensor Based on 212

Personal Computer

YENNI DARVINA, SUCI WAHYUNI, RAMLI

The Optimization Of Calcination Temperature Of Pensi (Corbicula Moltkiana) 217

Shells To Obtain Calcite-Caco3

YOHANDRI

A Synchronous Sub-Array Circularly Polarized Microstrip Antenna For Bisar 220

Onboard Uav

Chemistry Education

AFRAHAMIRYANO

Student’s Perception of Mathematics and Science Department of Biology 226

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

Education Program Toward Basic Chemistry Course at The University

Mahaputra Muhammad Yamin Solok

ANITA HERDA, RAYANDRA A, MAISON

Profile of Senior High School Student’s Needs for Life Skill Oriented – 230

Chemistry

BAYHARTI, SURYELITA, INDAH HARIA UTARI

The Development of Problem Based Learning Worksheet on Reaction Rate for 233

Senior High School Students

GUSPATNI

The Effect of E-Learning in Chemistry Learning Outcomes: A Meta-Analysis

239

HARYANTO

Profiles Early Generic Skill Prospective Teacher of Chemistry in Jambi

University

247

LATISMA DJ

Design and Implementation of Chemistry Triangle Oriented Learning Media on

Hydrocarbons

250

RATULANI JUWITA

Developing Kit and Experiment Worksheet for Electrochemistry at XII Class of 256

Senior High School

YERIMADESI, BUDHI OKTAVIA, WILDA ZULVINA FITRI

The Development of Buffer Teaching Material In The Form of Module-Based 262

Discovery Learning for Chemistry in Senior High School

ZONALIA FITRIZA, LATISMA DJ, MAWARDI

Analysis Of Students Misconception of Atomic Structure In Sma Adabiah 267

Padang

ANDROMEDA, BAYHARTI, MENTARI DELIPUTRI

The Development Of Guided Inquiry-Based Worksheet For Laboratory Work On 273

Topic Of Colloidal System For Senior High School Instruction

Chemsitry

AMRIN, EDI NASRA

Trace Metals Accumulation in Vegetables From Some Areas in West Sumatera

278

ERPINA SANTI MELIANA NADEAK

Sodium – Diethyldithiocarbamate as A Complex Agent For Preconcentration and 282

Trace Analysis of Cd(II) Based on Flow Injection Analysis

INDANG DEWATA , EDI NASRA

Assessment of Trace Pb (II) in Sludge From Batang Anai River’s Padang

292

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

PUJI ARDININGSIH, LIA DESTIARTI, AFGHANI JAYUSKA

Isolation of Antibacterial Activities of The Endophytic Microbes From Asam 296

Kandis (Garcinia Diocia Blume)

RAHADIAN ZAINUL, ADMIN ALIF, HERMANSYAH AZIZ, SYUKRI

ARIF, SYUKRI

Photoelectrochemical Splitting Of Water By Photoelectric Induced At Carbon 301

Surface

SHERLY KUSUMA WARDA NINGSIH, MIFTAHUL KHAIR, SILVI

VERONITA

Synthesis and Characterization of ZnO Nanoparticles by Sol-Gel Method with 310

Various Additives

SRI BENTI ETIKA, SURYELITA, DEWI RAMADHANI

Isolation and Characterization of Flavonoid From Gambier Plant Leaves 315

(Uncaria Gambir R.)

SYAMSU HERMAN, AMUN AMRI

Synthesis of Copper Oxide Thin Film Via Sol-Gel Dip-Coating Route For 318

Spectrally Selective Absorber Material

ALIZAR ULIANAS

Biosensor As Food, Enviromental And Medical Controll

323

Biology Education

ANIZAM ZEIN

Use of Mind Map in Increasing Student Learning Activities and Results of 329

General Biology Course in FMIPA UNP Padang

ERNIE NOVRIYANTI, LUFRI

Developing Authentic Assessment for Contextual Teaching and Learning Model 334

at Animal Taxonomy Course

HEFFI ALBERIDA

Analyzing of Natural Science Teacher Understanding at Padang City About 338

Science Literacy, Problem Solving and Scientific Approach

M. HAVIZ

The Modern Instructional Design on Educational Research: How to Use the 343

Adaptive Systems on Instructional of Biology

MUHYIATUL FADILAH, HELENDRA, FITRI ARSIH

Identifying The Misconceptions Relate to Evolution Material Presented in

Students Biology Text Book For XII Class

358

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

RAHMAWATI D

Biology Education Student's Acceptance of Evolution Theory Before Learn 363

Evolutionary Course in Biology Department

RELSAS YOGICA, RISTIONO

Learning Style of First-Year Biology College Students in State University of 369

Padang

ZULMARDI, ARNELLIS, ARDI

Deepening Matter and Training for Competence Professional and Pedagogic 373

Teachers of Mathematics and Science at Junior and Senior High School

in District Dharmasraya of West Sumatra-Indonesia

SALVINA, LUFRI, ZULYUSRI

Contextual Approach Based On Lesson Study

On Biology Learning To Improve Cognitive Competencies Of VIII.3 Grade Of 377

MTsN Lubuk Buaya Padang Students

ZULYUSRI, RISTIONO, MEILA FETRI DARMA

Development Of Bilingual Module Nuance Contextual Approach Of Material 381

Movement Systems For Class VIII Students Of SMP

Biology

ARMEN

Fish Farming of Nila to Against The Population Reliance of Biological 386

Resources at Kerinci Seblat National Park (Tnks) in Nagari Limau Gadang

Lumpo, Pesisir Selatan

DES M, MORALITA CHATRI , ELI MATUSADIAH

Pollen Morphometry of Euphorbia Mili Moulins Varieties

394

FIFI YULIA. MAYA SARI

Management Analysis on Plants Morphology Lab Work in Basic Biology 399

Laboratory of Stain Batusangkar

GUSTINA, INDRIATI, RUTH RIZE PAAS MEGAHATI, ANNIKA MAIZELI

Identification of Amylase-Producing Bacteria From The Soil of Waste in Padang

406

MADES FIFENDY

Bacteriological Test Of Some Cooked Grinding Seasonings In The Pasar Raya 409

Padang

SYAMSU RIZAL

Tetra Primer-Arms-Pcr Construction to Detect Snp Rs290487 Tcf7l2

414

VIOLITA, TRIADIATY

Floristic Diversity, Abundance and Association of Tree Plant in Bukit 12 418

National Park Jambi.

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

YUNI AHDA, ELSA YUNIARTI AND JEFRI CHANDRA

TRP64ARG Adrenergic Reseptor ß-3 (ADRB3) GENE POLYMORPHISMS 426

ON TYPE 2 Diabetes Mellitus Patients In Minangkabau Ethnics

Technology and Other

AL AL, SEPANUR BANDRI

1-Phase Inverter Trigger Pulse Control Design Based Arduino microcontroller in 432

The Hybrid Power Plant Regulator Systems

BUDI UTAMI FAHNUN, LELY PRANANINGRUM, WINOKO DAVID

CHRISTOFEL

Geographical Information System Handycraft Application Based on Mobile in

Depok City

436

CHOIRUL HUDA SUBARYANTO, RENDY WIKRAMA WARDANA

The Technique Of Variable Projection and Rules of Temple Area in Operation of 446

Series

DEDY HARTAMA, JALALUDIN

Model Rules of Student Academic Achievement With The Algorithm C 4.5

454

ERWINSYAH SATRIA

Improving Students Activities and Learning Outcomes in Natural Science in 458

Class V by Using Somatic Auditory Visual Intellectual (SAVI) with Science Kit

Seqip in SD Negeri 25 Seroja Lintau

HASANUDDIN HENDRI NURDIN, WASKITO, SYAHRUL

Design and Contructions of Simple Distilations Unit With Reflux Column Model 465

For Cane Tibarau (Saccarum Spontaneous Linn) Bioethnol Productions

HENDRI NURDIN HASANUDDIN, IRZAL, PURWANTONO

Analysis of Behavior Deflection Composite Particle Board Cane Baggase Using 472

Adhesives Tapioca

LELYA HILDA, SYAFIRUDDIN, REPLITA

Integrated Farming, Creating Zero Waste Environment

475

RINA SUGIARTI, ANITA WASUTININGSIH, EGA HEGARINI

Geographic Information System Web-Based on Creative Industry in West 479

Sumatera

SALMAINI S

Development Of Mathematics Instructional Model Based Assisted Contextual Ict 486

In High School

SYUHENDRI

Physics Education Students’ Conceptions On Active Forces and Action-Reaction

Pairs

492

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

Message

from the

Rector of State University of Padang

Ladies and Gentlemen,

It give me great happiness to extend my sincere and warm welcome to the

participants of the International Conference on Mathematics, Science, Education and

Technology (ICOMSET 2015). On behalf of Universitas Negeri Padang, let me

welcome all of you to the conference in Padang, West Sumatra Province, Indonesia.

We believe that from this scientific meeting, all participants will have time to discuss

and exchange ideas, findings, creating new networking as well as strengthen the

existing collaboration in the respective fields of expertise. In the century in which the

information is spreading in a tremendous speed and globalization ia a trend.

Universitas Negeri Padang must prepare for the hard competition that lay a head.

One way to succeed is by initiating and developing collaborative work with many

partners from all over the world. Through the collaboration in this conference we can

improve the quality of our researches as well as teaching and learning process in

mathematics, science and technology.

I would like to express my sincere appreciation to FMIPA UNP and organizing

committee who have organized this event. This is a great opportunity for us to be

involved in an international community. I would also like to extend my appreciation

and gratitude to keynote speakers and participants of this conference for their

contribution to this event.

Finally, I wish all participants get a lot of benefits at the conference. I also wish all

participants can enjoy the atmosphere of the city of Padang, West Sumatra.

Thank you very much

Prof. Dr. Phil. Yanuar Kiram

Rector

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

Message

from the

Dean of Faculty of Mathematics and Science

State University of Padang

Rector of State University of Padang

Vice-Dean of Faculty, Mathematics and Science

Head of Department in Faculty of Mathematics and Science

Distinguished Keynote Speakers

Organizers of this conference

Dear participants

Ladies and gentlemen

I am delighted and honored to have this opportunity to welcome you to ICOMSET

2015 - the International Conference on Mathematics, Science, Education and

Technology, which is hosted by Faculty of Mathematics and Science, State

University of Padang.

As the Dean of Faculty of Mathematics and Science, I wish to extend a warm

welcome to colleagues from the various countries and provinces. We are especially

honored this year by the presence of the eminent speaker, who has graciously

accepted our invitation to be here as the Keynote Speaker. To all speakers and

participants, I am greatly honored and pleased to welcome you to Padang. We are

indeed honored to have you here with us.

The ICOMSET organization committee and also the scientific committee have done

a great work preparing our first international conference and I would like to thank

them for their energy, competence and professionalism during the organization

process. For sure, the success I anticipate to this conference will certainly be the

result of the effective collaboration between all those committees involved.

This conference is certainly a special occasion for those who work in education,

mathematics, science, technology, and other related fields. It will be an occasion to

meet, to listen, to discuss, to share information and to plan for the future. Indeed, a

conference is an opportunity to provide an international platform for researchers,

academicians as well as industrial professionals from all over the world to present

their research results. This conference also provides opportunities for the delegates to

exchange new ideas and application experiences, to establish research relations and

to find partners for future collaboration. Hopefully, this conference will contribute

for Human and Natural Resources.

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

I would like to take this opportunity to express my gratitude to all delegates and

sponsors for their full support, cooperation and contribution to the ICOMSET 2015. I

also wish to express my gratitude to the Organizing Committee and the Scientific

Committee for their diligence. The various sponsors are also thanked for their kind

support.

In closing, I realize that you are fully dedicated to the sessions that will follow, but I

do hope you will also take time to enjoy fascinating Padang, with its tropical setting,

friendly people and multi-cultural cuisine.

I wish the participants a very fruitful and productive meeting and with that. Finally,

we respectfully request the Rector of State University of Padang to open the

ICOMSET 2015 officially.

Thank you,

Faculty of Mathematics and Science

Prof. Dr. Lufri, M.S.

Conference Timetable

ICOMSET 2015

The International Conference on Mathematics, Science, Education and Technology

Message

from the

Chairman of Organizing Committee

Firstly, I would like to say welcome to Padang Indonesia. It is an honor for us to host

this conference. We are very happy and proud because the participants of this

conference come from many countries and many provinces in Indonesia.

Ladies and gentlemen, This conference facilitates researchers to present ideas and

latest research findings that allows for discussion among fellow researchers. Events

like this are very important for open collaborative research and create a wider

network in conducting research.

In this conference, there are about 120 papers that will be discussed from various

aspects of mathematics, science, technology, education and other related topics.

For all of us here, I would like to convey my sincere appreciation and gratitude for

your participation in this conference.

Thank you very much

Drs. Hendra Syarifuddin, M.Si, Ph.D

Chairman

ICOMSET

Mathematics Education

ETNOMATHEMATICS (MATHEMATICAL CONCEPTS IN MINANGKABAU

TRADITIONAL GAME)

Adri Nofrianto

Mathematics Department, Faculty of Mathematics and Science

Sekolah Tinggi Keguruan dan Ilmu Pendidikan YDB Lubuk Alung

adrinofrianto@gmail.com

ABSTRACT

The aim of the study is to explore mathematical concepts that can be developed by playing a minangkabau

traditional game. The game that is observed in this study is a stick game (main lidi or cimene). This game is

played by children in age of 5 until 14 years old. The primary concern of this paper is algebra concepts. It can

develop number senses, basic counting principle such as addition and multiplication, placing value, and basic

symbols. The side findings are it can develop children’s character and children Scientifics culture. Furthermore,

this paper will provide a new insight in “cimene” game to Minangkabau society and it also give the opportunity

to save the traditional games from extinction.

Index terms – etnomathematics, mathematical concepts, minangkabau traditional game, character, scientifics

culture.

1. INTRODUCTION

2. STICK (LIDI/CIMENE) GAME

Mathematics is human activity[1]. It has two

meanings. First, people have to experience to

construct mathematics idea. They are required to

involve actively in constructing mathematics

concepts. Second, mathematics exists in human

activity. Everyday activities involve mathematics.

There is mathematics in transactions in the market, in

constructing a building, in tailoring clothes, in

bathing, games and many others human activity. This

activity has repeated so many times and some activity

has become cultures.

This reality encourages the researcher to

understand and learn about mathematics concepts that

can be developed in a game. The game that is chosen

is a Minangkabau traditional games that is played

since years ago. However, the culture changes have

led to the era where children do not play the game as

many as it is played a few years ago. It is a games that

utilized sticks as the main tool.

According to Glorin; Ascher [2] Etnomathematics

is the study of mathematical practices of specific

cultural group and the course of dealing with

environmental problems and activities. It means that

etnomathematics is the study that related to

mathematics concept, mathematical activities and

mathematics behavior that is used, done and exist in

one culture. Cultures is a setrt of norms, beliefs, and

values that are common to a group of people who

belong to same ethnicity[2].

This study is aim to explore the mathematical

concepts that is recited in sticks games. It also aims to

provide a new insight in “cimene” game to

Minangkabau society and to guarantee the continuity

of this traditional game.

Sticks game (play lidi/cimene) is a game that

used sticks as the main objects. It uses hundreds of

sticks which have two or three different lengths. The

length represents the different value of each stick. The

shortest sticks represent the smallest value and the

longestone represents the highest value. The value of

the stick is given by players before they begin to play

as an agreement. In other word, there arepossibilities

that the sticks will be valued differently in different

game.

Sticks game is played by children of age 5 until

14 years old. It can be played by two, three, four and

many players. This game also can be played by group.

The complete description of the game will be

described as follows:

a. There are at least two player

b. There arehundreds of shortest sticks, tens of

middle sticks and 1-5 the longest sticks.

c. The player determines the value of each different

length of sticks. The shortest can be valued1,

2,3,.., 10,…,100, the middle length can be valued,

5, 10, 50, 100, 500, and the longest can be valued

10, 100, 1000,…. However, the shortest always

get the smallest value and the longest always get

the highest value.

d. The player holds all of sticks in the hand with a

certain height and let it go.

e. The player collect the sticks one by one without

touching other than stick that he/she wants to

collect. In collecting the stick, eventhough the

player does not touch a stick and the stick is

Copyright FMIPA UNP © 2015

ISBN 978-602-19877-3-5

1

ICOMSET

moving or shaken, it is considered that he/she

failed.

f. The player counts their sticks and their score.

g. The scores are accumulated in each turn

h. The player that gets the highest score will be

announced as the winner of the game.

The primary concern is to observe the

mathematical concepts that can be developed by

children throughout playing the game.

3. MATHEMATICAL CONCEPT

3.1 Numbers senses

Numbers trigger young children’s interest. The

everyday activities became the best media for learning

processes.Children in early age has introduced to

numbers by people around them. A age four, most of

children can count until ten. However, they do not

introduce any sign of each numbers. In several cases,

when children talk about numbers the made several

mistakes such as they cannot determine the value of

each number, they get confuse to choose which one is

greater between 6 and 7, and irregularity in counting

(1, 2, 3, 6, 7, 5).

In order to help young children to understand

numbers in a sense, adult tends to use fingers as real

objects that represent numbers. In this situation sticks

in sticks games can be used as real objects in

introducing the numbers sense to young children.

In playing a game, young children can see the

number of sticks that they obtained (we focused in

sticks that valued as 1). They count the sticks by

themselves. They know how many sticks that

represent a number. In the end, children can reach a

sense what numbers really is, what they represents.

3.2 Addition

As the rule of the game said that players can

determine the value of each different length of sticks,

it creates an opportunity to children to learn about

addition. It happens when player count their sticks.

For example, when the player decided to value the

shortest sticks as 1, the middle sticks as 5 and the

longest sticks as 10, then the can learn addition of 1,

5, and 10.

1+1+1+1+….+1+5+5+…+5+10+10

5+5+…+5+1+1+1….+1+10+10

There are many combination that can done by

the children. Moreover, the difficulties of the addition

processes are increase when the player valued with

others numbers.

This informal situation will sharpen children

addition ability. Since children experiences by

Copyright FMIPA UNP © 2015

ISBN 978-602-19877-3-5

Mathematics Education

themselves the addition activities, it will help them to

understand the concept of addition.

3.3 Multiplication

Multiplication is one of basics concepts of

algebra that need to be learn by students. It is a bridge

to learn others concepts such as division, multi-digit

multiplication, fractions, and ratios. It is really

important to students in understand multiplication

concept such that they can overcome any difficulty in

the next lesson.

Mathematics concepts are related one to another.

According[3]the instruction of multiplication starts

when children have mastered the basic additions and

subtraction skills.

Introducing multiplication to students begins by

introducing the idea of add so many times[4]. This

condition can be supported when the student play this

games. In sticks game, add the value of the sticks as

many as the number of sticks that they have. For

example, if a player gets eight of shortest sticks

(valued by 5), three of middle sticks (valued by 10)

and one of the longest sticks (valued by 50), it can be

count as follows:

First method

5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 = 40

10 + 10 + 10 = 30

50

40 + 30 + 50 = 120

or he can count as (second method)

8 × 5 = 40 ,3 × 10 = 30, 1 × 50 = 50

40 + 30 + 50 = 120

or he does the processes of counting in his mind (third

method)

5, 10, 15, 20, 25, 30, 35, 40, 50, 60, 70, and 120.

Whatever the method of counting that is used, it

happens during the games. This situation gives

players togain new experiences in counting. By

assimilating the knowledge that they have with the

new knowledge, they come to new conclusion.

The sticks played its role as real object that

representing a number (a group of objects 1) and the

children will count the number of object 1). They

count the number by adding so many times until they

get their result. It leads to multiplication concept that

is used by other players.

In conclusion, sticks game can be used to

introduce children to multiplication concepts. It can

happen naturally without intervention of unnecessary

effort that lead to force children to understand the

concept as the teacher believe what it really is.

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ICOMSET

3.4 Placing value

There are three different kinds of sticks based on

length. Every stick represents different values.

Learning from the fact that the valued of one sticks

can be replaced by some sticks, it provide a new

insight of the game. The player can learn about

placing value where the value of one stick is equal to

several sticks. Let’s takes an example of this case. We

assume that the shortest stick is valued as 1, the

middle length of stick is valued as 10, and the longest

stick is valued by 100. From this three sticks

children/player can learn that 1 of middle lengths

sticks is equal to 10 of shortest sticks and 1 of longest

sticks is equal to 10 middle length sticks or 100

shortest sticks. It will provide a new knowledge to

player that each number has their own place in

number system.

Since players are free to decide the value of each

stick, they have the opportunity to learn different

value of numbers to others.

Mathematics Education

4. SCIENTIFIC CULTURE

4.1 Careful observation

Winning is the goal of playing games. In order

to win in sticks game, player must collect the higher

score. Higher score will be achieved when the player

can collect amount of sticks. Every player will try to

collect the longest sticks as much as possible since it

has higher value.

As game is played, the difficulties of collecting

sticks increase consistently. Player needs to be careful

to collect the sticks.

3.5 Basic symbols

Among the mathematics concepts that can be

developed by playing sticks games is the basic

understanding of symbols. Symbol are used to

communicated an idea. In several occasion, we create

our own symbols and give definition what the

meaning of the symbols. For example, in English the

symbols for area is A. However we used L as the

symbols of Area. There are many cases that we define

a symbol to communicate an idea. Another example is

letter 𝑥𝑥 that is used differently in different cases. It

represents different meaning. Since it is used to

communicate an idea, we define the meaning of 𝑥𝑥

before we use it such that our audiences understand

the topic.

Therefore, I argue that symbols are created by

people but people get confuse with the symbols

themselves. It is really important to look back to the

nature of symbol. Symbols are created to help people

communicate their idea. Symbols are a set of

unrecognized figure that need to be remember.

Symbols should be understood by the users.

Based on this believe, sticks games can be used

to introduce the basic understanding of symbols.

Players make the rule. They valued the sticks and

sticks itself become symbols to the player. If the

players decided the valued of shortest stick is 5, the

shortest stick become the symbols of 5. As the game

played so many times and the sticks become symbols

for many numbers. Through the experiences, children

will come to a sense that one sticks can represent

many numbers and its depend on the first definition

that the give to the stick. It comes to the sense that

one symbols can have different meaning, it depends

on the context the symbol that is used.

Copyright FMIPA UNP © 2015

ISBN 978-602-19877-3-5

Figure 1.

Figure 2.

Figure 1 shows that a player try to collect the

sticks, he try to collect the easiest part first. As in the

picture 4.1.2, player comes to face difficult situations.

He should observe the position of the stick such that

others sticks do not shaken when he execute the plan.

The player should consider the position of stick.

He also makes prediction what will happen to sticks

around it. It required a careful observation and

thorough investigation. When he fails to analyze the

situation, the player loses his opportunity to get extra

score.

4.2 Decision making

Every player encounters different problems in

every turn that they have.It creates an opportunity to

develop students problem solving. The first step to

solve the problem is to do an observation. The second

step is analyzing the structure of stake of sticks. The

third step they need to decide which stick that will be

taken, how to do it, and what method that will be

used.

3

ICOMSET

When children do this activity so many times

and experience it by themselves, it will develop their

problem solving ability. They learn what should be

done before taking a decision. They learn to evaluate

their work. They learn from mistakes. Finally, they

learn to overcome their disappointment.

5. CHARACTER BUILDING

The stake of sticks is very unstable. Players

should focus on the sticks. Every player that take turn

can deceive other players since it is possible that the

sticks only shake a little such other player could not

see it. Therefore, every player should honest to

themselves and other players. They must admit every

mistake that they do during the games.

There are consequences for players that lie to

others. It is often that the player who cheats will be

disqualified. Other punishments for cheated player are

losing one or two his turn, all sticks that he gets are

not counted or forcing to quit the games. These

punishments teach young children that dishonest are

wrong act. They also learn that there are

consequences for wrong acts.

Copyright FMIPA UNP © 2015

ISBN 978-602-19877-3-5

Mathematics Education

6. CONCLUSION

This paper provides a new insight that traditional

game is not just a game. It is full of mathematical

concepts, lesson and values. These games can be used

to develop several mathematical concepts, scientific

culture, and children character. It will be challenging

to develop a learning instruction that utilize this game.

REFERENCES

[1] Freudenthal, Hans. (2006). Revisiting mathematics

education: China lectures (Vol. 9): Springer

Science & Business Media.

[2] Yusuf, MW, Saidi, I, & Halliru, A. (2010).

Ethnomathematics (A Mathematical game in the

Hausa culture). International Journal of

Mathematical Science Education, 3(1), 36-42.

[3] Kroesbergen, Evelyn H, & van Luit, Johannes EH.

(2002). Teaching multiplication to low math

performers: Guided versus structured instruction.

Instructional Science, 30(5), 361-378.

[4] Van Den Heuvel-Panhuizen, Marja. (2001).

Children learn mathematics: Freudenthal Institute,

Utrecht University Utrecht, The Netherlands.

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ICOMSET

Mathematics Education

THE INTEGRATION OF SPIRITUAL AND SOCIAL COMPETENCIES ON

CURRICULUM 2013 IN MATH SUBJECT IN STATE JUNIOR HIGH SCHOOL OF

MEDAN

Akrim

Muhammadiyah University of North Sumatera

Jl. Kapten muchtar Basri No. 3 Medan

Akrim_umsu@yahoo.com

ABSTRACT

The purpose of this research is to find integration model of spiritual and social competencies contained in

the lesson planning, implementation of learning, and assessment of learning, especially in mathematics in the

first grade of junior high school (VII SMP) which is able to integrate spiritual and social competencies while

inserting the competence of knowledge and skills in it. In the field, the researchers found some things that hinder

the integration of the two competencies, namely the teachers still do not fully understand how the planning that

is integrated with core competence (KI) 1 and core competence (KI) 2, the learning model used in the learning

process does not yet support the process of forming the character of the students. Similarly, in giving exercise,

the teacher does not insert spiritual and social values in essay test and just sticking with multiple choice

questions.

The Integration of spiritual and social value in learning is very dependent on the learning model that

corresponds to the characteristics of learning materials. It can be applied if teachers choose the PAIKEM

learning (active learning, innovative, creative, effective and fun) such as problem-based learning, project-based

learning, inquiry learning and discovery learning). The assessment of spiritual and social competencies should be

carried out through the observation, inter-students assessment, self-assessment and teacher’s journal. Therefore,

teachers need to make a rubric of attitude assessment expressed qualitatively..

Index term: Competence, Spritual and Social, curriculum 2013

1. INTRODUCTION

Curriculum is a set of plans and arrangements

regarding the objectives, content and learning

materials and methods used as guidelines for the

organization of learning activities to achieve certain

educational purpose (Depdiknas, 2006: 449).

Curriculum regulates how the implementation of

learning in the classroom, and therefore the

curriculum is a reference for teachers in determining

the learning materials and the appropriate methods

that can be applied to achieve educational goals. In

order to enhance the quality of education in Indonesia

for the better, the government has made several

changes of curriculum in accordance with the reality

of the situation existing education. As with

phenomena which recently befell the world of

education in Indonesia, where many cases occurred

unscrupulous performed by students ranging from

elementary to high school level, has forced the

government especially Dekdikbud (Department of

Education and Culture) to establish a curriculum that

emphasizes the cultivation of spiritual and social

values on the learners, that is Curriculum 2013.

According to Nuh M. (2012), Minister of

Education and Culture, the implementation of

Curriculum 2013 aims to correct the behavior and

character of the learners so that cases such as fights,

sexual harassment, bullying, violence, among

adolescents can be minimized. Curriculum 2013,

Copyright FMIPA UNP © 2015

ISBN 978-602-19877-3-5

which emphasizes on education that integrates

spiritual and social competencies and of course

without losing the cognitive and psychomotor

competencies is a perfect solution to resolve the crisis

of morals and character education. On the Curriculum

2013, the perpetrators of good education is the

principal, teachers, and students have to integrate the

spiritual and social competence in all subjects in

school. In other words, in each of the learning

process, students not only will have the competencies

of knowledge (cognitive) and skills (psychomotor),

but also spiritual and social competence. However, it

was later raised concerns in the minds of educators

will be their inability to apply the spiritual and social

competence in specific subjects such as Mathematics,

Science and others.

Polemic pros and cons of the implementation of

the curriculum 2013 that occurred in the community

has inspired researchers to conduct research regarding

the application of curriculum 2013 in mathematics at

some junior high school in the city of Medan, to know

the deficiencies of curriculum 2013 that occur in the

field whether it is derived from human resources as

teachers, as well as learning devices. Furthermore,

from the results of the investigation, researchers will

design the integration pattern of spiritual and social

competence in process of lesson planning, the

implementation of learning, and assessment of

learning and also develop Math textbook, for the first

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Mathematics Education

grade of Junior High School which integrate spiritual

and social competence with knowledge and skills in

it. The implementation of curriculum 2013 in the city

of Medan is started simultaneously in the academic

year 2014, so the results of this study are expected to

be a good evaluation for teachers, principals and

government in the development of curriculum 2013.

2. REVIEW OF LITERATURE

2.1 Curriculum 2013

Curriculum is the heart of education where the

materials, processes, content and learning objectives

determined by it. According to Nasution (1995), the

curriculum is a number of subjects at school or

lectures in university that must be taken to achieve a

level. The same thing also expressed by UNESCO

(2004: 13), which states that "Curriculum is what is

learned and what is taught (context); how it is

delivered (teaching-learning methods); how it is

assessed (exams, for example); and the resources used

(eg, books used to deliver and support teaching and

learning) ". Studies in several countries in Asia,

Europe and the USA (David L.Grossman, Wing On

Lee and Kerry J. Kennedy, eds., 2008) suggests that

the policy on the school curriculum is closely linked

to the interests of national education policy and

situation as well as context that supports it. Therefore,

a curriculum change in a country can be caused by the

need of education situation is happening.

Curriculum should give attention to the whole

sphere that is not only focused on the cognitive,

psychomotor or affective only. Competence

curriculum that is able to integrate spiritual, social,

cultural and cognitive competence in line with the

character and competence of psychomotor course will

produce a civil and dignified man. This is in

accordance with the formulation of the human quality

of Indonesia in the National Education Goals set forth

in Law No. 20 of 2003 on National Education

System:

National education serves to develop the ability

and character development as well as the civilization

of dignity in the context of the intellectual life of the

nation, aimed at developing students' potentials in

order to become a man of faith and fear of God

Almighty, noble, healthy, knowledgeable, capable,

creative, independent and become citizens of a

democratic and responsible.

Curriculum 2013 is a new curriculum proposed

by the Ministry of Education and Culture of the

Republic of Indonesia to replace the Education Unit

Level Curriculum (Curriculum 2006). Curriculum

2013 is a curriculum that promotes understanding,

skills and character education. Students regulate on

the material, active in discussions and presentations as

well as having good manners discipline.

2.2 Core Competence and Basic Competence

2.2.1 Core Competence (KI)

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ISBN 978-602-19877-3-5

Core Competence cannot be equated with

Competency Standards (SK). If SK in the KTSP

(Education Unit Level Curriculum) is taught to

students, the core competency is not to be taught, but

to be formed through learning process. Every subject

must be submitted to the core competencies that have

been formulated. In other words, all the subjects that

are taught and learned in the classroom should

contribute to the formation of core competence.

The core competence serves as organizing

element of basic competence. As an organizing

element, core Competence is a binder for the vertical

and horizontal organization of basic competency.

Vertical organization of Basic Competence is the link

between the the Basic Competence content of class or

level of education to a level above that meet the

principles of learning in which there is a continuous

accumulation of the content learned. Horizontal

organization is the link between the Basic

Competence content of the subject with the Basic

Competence content of different subjects in the

weekly meetings and the same class so that a process

of mutually reinforcing can happen.

According to the Ministry of Education and

Culture (2013), designed core competencies in four

inter-related groups, namely:

a. Core Competence 1 (related to the spiritual

attitude)

In this religious competence, students can be

judged on the following charges: a) Obedience

worship, b) Conduct of gratitude, c) Pray before

and after the activity, d) Tolerance in worship.

b. Core Competence 2 (related to social attitude)

In this social competence, the attitudes which can

be observed : a) Honest, b) Discipline, c)

Responsibility, d) polite, e) Caring, f) Confident,

and the other attitudes according to its competence

in

learning,

for

example:

cooperation,

thoroughness, perseverance, and others.

c. Core Competence 3 (related to knowledge)

Knowledge competence is divided into several

basic competencies that depend on the subjects

and the learning material at a certain level.

d. Core Competence 4 (related to skill).

The forms of skill Competence are result of

students’ works, students' performance, project,

portfolio, and others.

The four groups are the reference of basic

competencies and should be developed in every

learning activity integratively. Competences that

relates to religious and social attitudes are developed

indirectly (indirect teaching) when students learn

about knowledge (core competence 3) and skill (core

competence 4).

2.2.2. Basic Competence (KD)

In supporting core competencies, learning outcomes of a subject are explained into basic

competencies. The achievement of core competence

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is obtained through learning basic competence

conveyed through subjects. The formulation is

developed by taking into account the characteristics of

learners, initial capabilities, as well as the

characteristics of a subject. As a supporter of the

achievement

of

core

competencies,

basic

competencies are grouped into four according to the

formula that supports core competencies, namely:

a. Basic competence group of spiritual Attitude

(supporting core competence-1) or group 1

b. Basic competence group of social attitudes

(supporting core competence-2) or group 2

c. Basic competence group of knowledge

(supporting core competence-3) or group 3

d. Basic competence group of skills (supporting core

competence-4) or group 4.

The description of basic competence is to ensure

that the achievements of the learning does not stop

until the knowledge alone, but must continue to skills,

and comes down to attitude. Through the core

competence, each subject is emphasized not only to

contain the knowledge, but also includes content that

is useful to the process of skill formation. It also

contains a message about the importance of

understanding these subjects as part of the formation

of attitudes. The ongoing process is to ensure that

knowledge continues to skill and empties to attitude

so that there is a close relationship between basic

competence of knowledge, skills, and attitudes.

2.3 Lesson Plan of Curriculum 2013

Lesson Plan is a work plan that describes

procedures, organizing, learning activities to achieve

the basic competencies that have been established

which have been outlined in the syllabus. Lesson plan

most scope covers the basic competencies that

comprise one) indicator or several indicators for one

session or more. A teacher must pay attention to the

steps the preparation of lesson plan. in Curriculum

2013 is divided into three major steps, preliminary

activities, core activities and closing activities. Before

preparing lesson plans, there are some things you

should know:

a. Lesson plan is derived from the syllabus for

directing the activities of learners in order to

achieve basic competency. Every teacher in the

educational unit Lesson Plan obliged to prepare a

complete and systematic.

b. Lesson plan are prepared for every basic

competence which can be implemented in one

meeting or more.

c. The teacher designed a fragment of the Lesson

Plan for each meeting tailored to scheduling in the

education unit.

Components of lesson plan in Curriculum 2013

consists of: 1) Identification of Subjects, 2) Basic

Competence, 3) Achievement Indicators Competence,

4) The learning objectives, 5) Teaching materials, 6)

Allocation of time, 7) Method of learning, 8) learning

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ISBN 978-602-19877-3-5

Mathematics Education

activities, 9 ) assessment of learning outcomes, 10)

learning resources

2.4

The Implementation

Curriculum 2013

of

Learning

in

Learning is an effort to create a climate and

services on the ability, potential, interests, talents, and

needs of diverse learners to enable the optimal

interaction between teachers and students, and

between students and students. The Ministry of

Education and Culture (2013) stated that there ar