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

Conference Timetable

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
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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)

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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

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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

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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

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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

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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

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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

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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.

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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

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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

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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.

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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.

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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

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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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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.

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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.

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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.

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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,

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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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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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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