Developing of Supplementary Books of Mathematics Teaching-Learning Process Based-on Coastal Culture for JHS Students

The coastal area is a residential area of fishermen. In general, kids of fishing families only elementary schools. Therefore, children need to be motivated to be willing to continue their study in junior high school. Thus, needs and should be made a textbook based-on the coastal culture for junior high school (JHS), which was preceded by research activities. The purpose of this study to make the models of supplementary book of mathematics teaching-learning process based-on coastal culture for JHS students. This research activity was a qualitative research. The activities as follows: (1) exploring the coastal culture that can be used as a means to clarify concepts or materials about math, (2) By Focus Group Discussion activity, was prepared a draft of supplementary books of mathematics teaching-learning process based on coastal culture for JHS students. The result is the model of supplementary book of mathematics teaching-learning process based-on coastal culture for JHS students. The conclusion is that mathematics can have benefits in the lives of fishermen, it is expected that the school could become the foundation for improving the pattern of community life of the fishermen environment in the future for their children.


Introduction
Indonesia is an archipelago.Children of fishermen families need to be motivated and nurtured so that the children want to go to school and feel that school is a necessity of life in the future.Therefore, we have compiled a textbook based on coastal culture, especially for math.Compilation textbooks like this should be preceded by a research.Therefore, should be considered the complement books for Junior High School (JHS) of mathematics based on the coastal culture.
Hopefully, with mathematics learning process based on coastal culture for Junior High School students will increase student interest.Uzoğlu and Büyükkasap (2011) in their study wrote that there was a positive correlation between interpersonal and intrapersonal with math learning achievement.Thus, interpersonal and intrapersonal relationships were also the work of parents as fishermen reasonable if it can affect their son or daughter to continue their study.
The increase of interest in learning mathematics, in turn, is expected to improve student achievement in our country.Local culture especially at coastal culture, many involved with the daily activities of human.Freudenthal (1991) wrote that mathematics must be connected to reality; mathematics as human activity.This thinking was in line with Suyitno (2014) who said that mathematics has a relationship with the real world and the local cultures.Figure 1 shows the atmosphere of the daily life of a family of fishermen.They pay less attention to their children's needs for schooling.
Figure 1.The daily life of the fishermen family so that they do not pay attention to the importance of education (Resource: Documentation of Research Team at Coastal of Kendal -Indonesia) Therefore, the research was expected to result the book product of the mathematics teaching-learning process based-on coastal culture for JHS students, so this research deserves to be done.Güzel (2004) wrote that the results of a scientific research affect the development of science and is widely used in everyday life.Thus, if a study can show that mathematics can have benefits in the lives of fishermen, it is expected that the school could become the foundation for improving the pattern of community life the fishermen environment in the future for their children.

Learning Innovations Based on Coastal Culture as a Novelty
Each teacher is required to innovate learning by selecting and developing learning models, which involves strategies, methods, and approaches of learning.Curriculum of 2013 explicitly introduces three (3) models of innovative learning models, such as problem-based learning, project based learning, or inquiry-based learning.
Learning innovations that teachers do in line with the view of Gagne (1983).According to Gagne, there were four functions to be performed so that the teacher can be a motivator for students, namely (1) generate the urge of students to learn (arousal function), (2) explain in concrete terms to the student what to do at the end of the lesson (expectancy function), (3) reward for the achievements of students to stimulate subsequent achievement (incentive function), and (4) assist the regularity of student behavior (disciplinary function).
Learning innovations that teachers need the support of adequate teaching materials based on coastal culture.According to UNESCO (1998), development of teaching materials can be divided into several components, as presented in Table 1.

Needs assesment
Looking for the needs of students so that teachers can provide appropriate material based on coastal culture. 2.

Determining goals and objectives
What exactly is the purpose of learning and what students need or how the student achieve that goal. 3.

Selecting and developing materials and activities
Selecting and developing materials, including activities, how and in what ways can teachers teach?What is the role of teachers and students 4.

Organization of content and activities
How do the teachers manage the contents and activity in learning process based on coastal culture? 5.

Evaluation
How do the teachers assess what students have learned?How do teachers assess the effectiveness of learning process? 6.

Concideration of resources and constrains
Considerations and other sources are used, what is the benefit of this kind of situation.
Based on Table 1 above, the framework of the development of teaching materials based on components can present a complex process becomes more structured and organized, making it easier to be done and domain of question for teachers is more easily solved.Thus, the novelty value of this study can show that mathematics can have benefits in the lives of fishermen, it is expected that the school could become the foundation for improving the pattern of community life the fishermen environment in the future for their children.

Coastal Culture as the Part of Local Culture
Development of teaching materials should be integrated with local cultural values because education is a process of acculturation and education is also seen as a tool for cultural change.Learning process is a formal process of acculturation.The process of acculturation is not merely cultural transmission and cultural adoption but also cultural change.Culture based learning is not something new, but today is emerging in many countries.Coastal culture is the part of local culture.In a culture based learning, learning environment will be transformed into a pleasant environment for teachers and students, which allows teachers and students to participate actively by the culture they are familiar with, so as to obtain optimal learning results.Students feel happy and recognized the existence of and the differences, because the knowledge and experience of a very rich culture that they have to be recognized in the learning process.Teachers play a role to guide and direct the students to explore the potential of cultural diversity that is already known, as well as develop the culture.According to Wang (2011), Howell (2008), and Gomez (2007), the interaction of teachers and students will accommodate the creation of meaning from knowledge gained in subjects in school by each individual.Bishop (1994) revealed that all formal mathematics education is a process of cultural interaction and every student to experience the culture in the process.Thus, formal mathematics education in schools can not actually be released from various cultural phenomena surrounding it.Freudental (1991) said, "Mathematics must be connected to reality" (mathematics should be close to the learners and to be associated with everyday life situations) ".Schoenfield (1987 and1992) pointed out, "the world of mathematics culture" will encourage students to think about mathematics as an integral part of everyday life, improve students' skills in making or doing linkages between mathematics concepts in different contexts, and build understanding in the student environment by solving math problems either independently or together.
Research results of Nutti (2013) showed, the application of mathematics (mathematics based-on ethnomathematical content) as a means to motivate, stimulate students, can overcome boredom and give a new feel to the learning of mathematics.Research publications of Uloko and Imoko (2007) asserted, the success of Japan and China in mathematics because they use mathematics based on local culture.This research was in line with research conducted by Gerdes (1988 and1996), Eraslan (2014), Nadjafikhah, et al (2012), and Lipka and Irhke (2009).

Research Approach
This research used a research method with the qualitative approach, which has the characteristics of a natural setting as the data source directly, descriptive and more important process to obtain accurate results.The analysis in this qualitative research tends conducted inductive analysis and meaning are essential.

Preliminary Study
At the phase of preliminary was planned as follows: literature study, data collection, description, and analysis of the findings in the field.

Making a draft of Model and Collaboration Activity
Based on the description and analysis of the findings in a factual, then compiled the development steps as follows.(1) Exploring forms of coastal cultures and their relation to mathematics concepts.(2) Developing of mathematics teaching-learning process based-on coastal culture for JHS students.(3) Developing a design of teaching materials of mathematics based on coastal culture in FGD or Focus Group Discussion.(4) Improving the design of teaching materials of mathematics based on coastal culture with the supervisor from the experts.FGD involves collaborative activity between research team with lecturer partners of UKM (Universiti Kebangsaan Malaysia).

Technique of Analysis Data
Activities in the analysis of the data include: data reduction, data display, data interpretation, conclusion and verification.In the data reduction, researchers can add, subtract, or complement of data.Presentation of data is a process of gathering information, sorted by categories or groupings that required.Interpretation of the data was the process of understanding the meaning of a set of data that has been presented.Taking a conclusion/verification was the process of formulation of the meaning of the study done with a short sentence, solid, and easy to understand, relevan, and consistency with the title, purpose, and formulation of the problem.

Indicators of Accomplishment
The research results indicators are as follows.( 1) Be able to revealed the exploration of coastal culture.(2) Be able to develop of mathematics teachinglearning process based-on coastal culture for School students.(3) Composed the design of school mathematics teaching-learning process based-on coastal culture for School students in FGD. ( 4) Produced the product of the model of supplementary books of mathematics teaching-learning process based-on coastal culture for School students, and has ISBN.

The Results Achieved
Research activities that have been implemented were as follows.(1) Has implemented data collection related to the preparation of the draft of the model of supplementary books of mathematics teaching-learning process based-on coastal culture for JHS students.(2) Make a draft of the model of supplementary books of mathematics teaching-learning process based-on coastal culture for JHS students.(3) Make a visit to Universiti Kebangsaan Malaysia (UKM) and discussions with researcher partner to seek the common perception about the contents of the draft of the model of supplementary books of mathematics teaching-learning process based-on coastal culture for School students.(4) Through Focus Group Discussion (FGD), successfully established a result of research namely the model of supplementary books of mathematics teachinglearning process based-on coastal culture for JHS students.(5) A limited test of the effectiveness of the use of the models of supplementary books of mathematics teaching-learning process based-on coastal culture for JHS students at a junior high school had been conducted.

Preface
Indonesia is an archipelago.Children from the fishermen families do not go to school or do not continue their education.Thus, a family of fishermen need to be motivated and nurtured so that their children can go to school and feel that the school is a necessity of life in the future.Therefore, we have made a textbook based coastal culture, especially for math.Compilation of textbooks like this must be preceded by a research.Therefore, this mathematics supplementary book for junior high school is based on the results of the research study.Figure 2 shows the bustle of the family to look for fish.They do not have time to pay attention to their children's education.School is considered to no support for their work in catching fish in the sea.Hopefully, with this book then the result of mathematics learning to middle school kids in the coastal area can be increased and motivated to learn.The increasing interest in mathematics, in turn, is expected to improve student achievement in our country, especially the children in the coastal areas.Freudenthal (1991) wrote that mathematics is to be associated with reality; mathematics as a human activity.

Social Arithmetic
Consider the figure 3 below.Figure 3 shows a fishing village atmosphere in the absence of fishing activities in the sea.The parents are assisted by their children should mend the nets or boat engines as a form of preparation for fishing at night.Even at noon time, children have less time to go to school because they have to help their parents for taking care of their boat or their fishing tools.One of the uses of mathematics in everyday life of the fishermen is the Social Arithmetic.At the time if the fishermen returning from catching of fishes in the sea, the fishermen can sell their catch of fish in the fish market.Figure 4 and Figure 5 illustrate how a fisherman family daily life.They look for fish in the sea and then sell it at a fish market.
Children, please look at the picture above.If you manage to get a lot of fish while catching of fishes in the sea, then you can sell them at the Fish Market.Thus, you need to know the terms in the trade world such as the purchase price or buying price, selling price, profit, loss, discount, and so on.The following below will be explained the terms in the trading world.

1.
Buying price.It is the price paid by a seller to a retailer (the capital) 2.
Selling price.It is the price determined by a seller or the money received by a seller on a given transaction.

3.
Profit.A seller gets profit when the selling price is greater than the buying price.
Profit = selling price -buying price.

4.
Loss.A seller suffers loss when the selling price is less than the buying price.
Loss = buying price -selling price. Example: 1) A fisherman selling his catch of 100 fish at a price of Rp 100,000,to a fish trader at the Fish Market.The trader then sold at retail in the traditional market.By trader, every four fish sold at Rp 5.000,-Finally, all the fish were sold out.Does he make loss or profit?How much is it?Given: Buying price for 100 fishes = Rp 100.000 Selling price for 4 fishes = Rp 5.000 Question: Does he make loss or profit?How much is it?Answer: Selling price for 4 fishes = Rp 5.000 Selling price for 100 fishes = 25 × Rp 5.000 = Rp 125.000  (Resource: Documentation of Research Team at Fish Auction Place of Juwana -Indonesia).
In fact, selling price > buying price.So, the trader gets profit.Profit = selling price -buying price = 125.000-100.000= 25.000So, the pedagang gets profit Rp 25.000 2) Look at figure 6 below.Mrs. Emi buys fish at TPI Juwana.The purchase price for 8 kg of fish is Rp96.000,00.If 8kg fish is sold at the price of Rp15.000,00 per kg, then find out the percentage of profit or loss on the sale of the fish.Buying price for 8 kgs of fish is Rp 96.000,00 Selling price for 8 kgs of fish is 8 x Rp.15.000,00 = Rp.120.000,00Question: Does Mrs. Emi make loss or profit?How many percent is it?Answer: In fact, selling price > buying price.So, Mrs. Emi gets profit.Profit = selling price -buying price = Rp.120.000,00-Rp.96.000,00 = Rp.24.000,00

Figure 2 .
Figure 2. The daily life of the fishermen family so they do not pay attention to the importance of education (Resource: Documentation of Research Team at Coastal of Sikucing -Indonesia)

Figure 3 .
Figure 3. Atmosphere of a fishermen village (Resource: Documentation of Research Team at Coastal of Sikucing -Indonesia)

Figure 4 .
Figure 4.The fishermen returning from catching of fishes in the sea.(Resource: Documentation of Research Team at Juwana Beach -Indonesia).

Figure 5 .
Figure 5.The fishermen sell their catch of fish in the fish market.

Figure 6 .
Figure 6.Mrs. Emi buys fish at Fish Auction Place of Juwana (Resource: Documentation of Research Team at Coastal of Juwana -Indonesia) Given:

Table 1 .
Component Framework for Development of Teaching Material