ANALISIS PERSEPSI SISWA TERHADAP LKPD ETNOMATEMATIKA BERBASIS KODING DITINJAU DARI GAYA BELAJAR

Abstrak

Penelitian ini bertujuan menganalisis persepsi siswa terhadap LKPD etnomatematika berbasis koding ditinjau dari gaya belajar visual dan auditori. Penelitian menggunakan pendekatan deskriptif kualitatif dengan subjek siswa kelas III. Data dikumpulkan melalui angket persepsi dan gaya belajar, kemudian dianalisis menggunakan model Miles dan Huberman. Hasil menunjukkan bahwa siswa visual memberikan persepsi sangat tinggi (90–100%) pada aspek tampilan, keterbacaan, kesesuaian isi, motivasi, dan nilai kontekstual. Mereka merasa terbantu oleh desain visual dan ilustrasi budaya Melayu. Siswa auditori juga memberikan respons positif (100% per indikator), tetapi dengan skor lebih rendah karena membutuhkan penjelasan lisan untuk memahami instruksi dan menyelesaikan LKPD secara mandiri. Secara umum, LKPD ini efektif meningkatkan motivasi, pemahaman, dan keterlibatan siswa, serta layak digunakan dalam pembelajaran dengan dukungan pendampingan verbal bagi siswa auditori.

ABSTRACT This study aims to analyze students’ perceptions of an ethnomathematics-based coding worksheet (LKPD) in relation to visual and auditory learning styles. The research employed a descriptive qualitative approach with third-grade students as the subjects. Data were collected through perception and learning style questionnaires, and analyzed using the Miles and Huberman interactive model. The findings show that visual learners displayed very positive perceptions (90–100%) regarding the worksheet’s appearance, readability, content relevance, motivation, and contextual value. They were supported by the visual design and cultural illustrations related to Melayu traditions. Auditory learners also provided positive responses (100% for each indicator), although their scores were lower because they required verbal explanation to understand instructions and complete the worksheet independently. Overall, the LKPD proved effective in enhancing students’ motivation, understanding, and engagement, and is suitable for use in classroom learning with additional verbal support for auditory learners.