The Effectiveness of Mathematics Teaching Material Based on Ethnomathematics (original) (raw)
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Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018)
The easiness of learning can be experienced if learning contents and contexts are related to students' daily activities. One of them is a learning approach that has realistic characters based on ethnomathematics. The purpose of the study was to determine the influence of ethnomathematics and realistic mathematical approach on the ability to understanding concepts. The research was a quasi-experimental study to implementation of the realistic mathematics learning based on ethnomathematics. We were using the 2×2 factorial experiment design. The samples was 84 students of all students in one of the senior high schools in Rejang Lebong. Samples were selected with intact-group techniques. Data collection is done using instruments of understanding the ability of mathematical concepts. Data were analyzed by using covariate analysis. The results were the ability to understanding mathematical concepts from students taught with realistic mathematical learning approaches is higher than those taught with direct instruction, when two groups of students given ethnomathematics-oriented material.
Journal of Physics: Conference Series
Problem-solving is one of the goals of mathematics learning. Ethnomimetic-based realistic mathematics learning is learning with starting-point contextual problems that are close to students’ minds. This study aims to determine the effect of ethnomathematics-oriented realistic mathematics learning on problem-solving abilities. That is a type of quasi-experimental research. The study design was a non-equivalent control group. The population is SMA N 2 Kota Bengkulu in 2019. The sample of this study was 68 students from Class X MIPA A and X MIPA D. The research instrument was a test of problem-solving skills. Data were collected through tests and analysed by covariate analysis. The results of this study are that realistic mathematics learning oriented to ethnomathematics has a positive effect on the ability to solve. The conclusion is that realistic mathematics learning with ethnomathematics orientation can improve mathematical problem-solving skills for secondary school students. We s...
Consideration of curriculum approaches of employing ethnomathematics in mathematics classroom
Journal of physics, 2019
As mentioned by many researchers (e.g., [1,2,3]), students have a belief that learning mathematics is formal and not flexible. Students are required to have fundamental mathematics skills which not only focus on memorizing the formula but also make sense of it. Recently, ethnomathematics is one of the promising approaches to help the students to explore their culture to get the idea of the mathematical concept. Though this ethnomathematics is well-known enough, ethnomathematics in the classroom seems superficial and only is used for the introduction part in the mathematics concept. In this paper, researchers try to review previous studies to identify the research gap and consider a new curriculum approach to fill the gap. Several existing approaches will be examined to develop a mathematical concept by overcoming superficial nature. Strength and weakness of them are identified. As a part of the consideration, an example will be given to strengthening the proposed curriculum.
Journal of Physics: Conference Series
Efforts to improve the mathematical representation, learning must begin from the real objects in daily life, which are culturally oriented related to horizontal mathematics in the form of ethnomathematics. The objective of this study was to determine the comparison of the ability of mathematical representation between students taught by realistic mathematical approach and conventional learning; determine the comparative ability of mathematical representation between students who are ethnomathematical and non-ethnomathematical oriented; determine the existence of interaction influence of learning approach and the orientation of mathematics material to the ability of mathematical representation. This research was a quasi-experimental study, which uses the pretest-posttest design of non-equivalent group design. The research instrument used was the test of mathematical representation ability. Data were analyzed using multivariate test of covariate analysis. The results showed that there were differences in the ability of mathematical representation between students who were taught by realistic mathematical approach and conventional learning after controlling students' early ability; there is a difference in the ability of mathematical representation between students who are ethnomathematical and non-ethnomathematical oriented after controlling students' early abilities; there is an interaction effect of the learning approach and the orientation of mathematical material on the ability of mathematical representation after controlling the student's early ability.
Integrating Ethnomathematics in Mathematical Learning Design for Elementary Schools
2017
The innovation of mathematics learning in elementary school is urgently required since a culture crisis is getting worse. Mathematics teaching learning is still centered on teachers and gives less attention to the role of local culture as great values and learning source especially in Purworejo district. The specific objective of this research is to produce mathematics learning design which focuses on ethno-mathematics-based teaching-learning instruments with local culture setting. The research method employed is design research in which each cycle consists of research preparation stages, implementation of the design, analysis of data obtained from previous stage. Steps taken in research preparation stage are analyzing literatures, discussing with teachers, designing Mathematics learning instrument with local culture and analyzing preliminary design.The initial product of this research is learning instruments realized in learning books which consist of teacher books, student books, ...
PROCEEDINGS OF THE 4TH INTERNATIONAL SEMINAR ON INNOVATION IN MATHEMATICS AND MATHEMATICS EDUCATION (ISIMMED) 2020: Rethinking the role of statistics, mathematics and mathematics education in society 5.0: Theory, research, and practice
Mathematics learning using the ethnomathematics approach is rarely implemented in schools in Indonesia, particularly in lower secondary education. Students in junior high face transition from concrete learning experience already passed during primary education to abstract learning in secondary. Students encounter abstract mathematic problems during the latter, which require good representation, as sufficient representation is the basis for comprehension to build the right plan to solve the problem. Based on this condition, ethnomathematics utilization in the learning process plays an essential part in generating sufficient mathematical representation. The method used in this study is a literature review that can provide theoretical information or feedback regarding ethnomathematics-based mathematical representation in solving mathematical problems. Problems presented using the ethnomathematics approach are intended to enable students to associate their cultural living surrounding with mathematical problems they receive in school. Therefore, this study analyzed ethnomathematics-based mathematical representation and its correlation with problem-solving skills.
Realistic mathematics and ethnomathematics in improving problem solving abilities
Journal of Physics: Conference Series, 2018
This study aims to see the improvement of problem-solving skills before and after being given a mathematics-based learning treatment of ethnomathematics. This research method is One-group Pre-test Post-test Design, research location at SDN 08 Ciseuruh which is a culture-based school in Purwakarta Regency. Hypothesis testing using paired t-test. The result of the research can be seen that there is improvement of problem solving ability of students after being given the realistic mathematics learning treatments combined with ethnomathematics. Ethnomathematics is an alternative for subject teachers especially in the field of mathematics by linking existing local culture with realistic mathematics so that the learning of mathematics is increasingly concerned with daily life or students feel the existence and benefits of mathematics in the cultural environment.
Jurnal Pendidikan Matematika (JUPITEK)
The introducer of ethnomathematics defined ethnomathematics as mathematics practised among identified cultural groups. Ethnomathematics positively impacts the learning process either as a Moderate or an approach to, for example, problem-solving ability. Previous researchers have carried out several studies on implementing ethnomathematical-based learning to improve students’ problem-solving ability. However, the analysis shown is very varied, so it still raises doubts about the impact of learning using ethnomathematics on mathematical problem-solving abilities. This study aims to determine the correlation between ethnomathematical-based with students’ problem-solving skills. This study uses meta-analysis research, which combines several experimental Studies that collate the effectuality of ethnomathematical-based learning and regular instruction on improving the mathematical problem-solving ability. Relevant studies were searched through e-resources from Perpusnas databases with the...
Teachers’ Perception toward the Use of Ethnomathematics Approach in Teaching Math
International Journal of Education in Mathematics, Science and Technology, 2021
Albeit the research on the ethnomathematics have extensively undertaken, little empirical evidence reports teachers’ perception on the ethnomathematics approach. To fill the gap, this present case study showcases that the teachers positively perceived ethnomathematics approach. The case study design was applied in this study with a focus on an exploratory overview of Indonesian’s teachers understanding ethnomathematics and practices. Teachers apply myriad media from Buginese and Makassar traditional meals and games in teaching math through the ethnomathematics approach, and most participants agree to include ethnomathematics in the math curriculum. This study found from the findings that by ethnomathematics students can grab the lesson easily and acknowledge their own culture based on the Indonesian National curriculum. Drawing on these findings, policy recommendations for teachers and school stakeholders, along with conceptual and empirical implications are discussed.
The Implementation of Ethnomathematics Based-Learning for Students
SJME (Supremum Journal of Mathematics Education), 2021
The purpose of this study was to find out about ethnomatematics learning among students majoring in mathematics education at Yogyakarta State University, as well as to what extent students' understanding, especially in applying ethno-mathematics in a learning process in the classroom. This study used a qualitative approach with the type of case study, the object of research was one class of mathematics education students at Yogyakarta State University consisting of 31 students. The results of the study provide information that students understand ethnomatematics but are still constrained by the implementation of learning. Students are constrained in preparing lesson plans and teaching materials where they are still unable to integrate cultural material into the mathematics material.