Contextual learning with Ethnomathematics in enhancing the problem solving based on thinking levels
Andi Saparuddin Nur(1*), Stevanus Budi Waluya(2), Rochmad Rochmad(3), Wardono Wardono(4)(1) Department of Mathematics Education, Universitas Musamus,
(2) Department of Mathematics Education, Universitas Negeri Semarang
(3) Department of Mathematics Education, Universitas Negeri Semarang
(4) Department of Mathematics Education, Universitas Negeri Semarang
(*) Corresponding Author
Abstract
The differences in the development of students' thinking levels, especially in adolescence, impact the way they perceive problems. Contextual learning with ethnomathematics can provide opportunities for students to develop problem-solving abilities based on their level of thinking. This study examined the contextual learning with ethnomathematics to enhance problem-solving abilities based on thinking levels.This experimental research was conducted by posttest only control group design. The participants of this research were 60 students at a junior high school in Gowa Regency, South Sulawesi Province.Data were collected using observation sheets to determine local cultural characters that appeared at the time of treatment. The thinking level category uses the group assessment for logical thinking (GALT) test. The students' mathematical problem-solving abilities use the curved side space material to suit the local cultural context. The data analysis technique used descriptive statistics and covariance analysis (ANCOVA). This study results indicate that contextual learning with ethnomathematics influences problem-solving abilities based on the level of thinking. Furthermore, local cultural characters appear in each category of students' thinking levels. Students with formal thinking levels have better problem-solving abilities than transitional and concrete thinking levels. Contextual learning with ethnomathematics fosters problem-solving abilities based on the thinking levels
Keywords
Full Text:
PDFReferences
Abdullah, A. S. (2017). Ethnomathematics In Perspective of Sundanese. Journal on Mathematics Education, 8(1), 1–16. https://doi.org/10.22342/jme.8.1.3877
Akib, I. (2016). The Local Cultural Values In The Interaction of Matematics Learning at School. IOSR Journal of Mathematics, 12(4), 24–28. https://doi.org/10.9790/5728-1204012428
Alangui, W. V. (2017). Ethnomathematics and Culturally Relevant Mathematics Education in the Philippines. In Ethnomathematics and its Diverse Approaches for Mathematics Education (pp. 183–208). Springer International Publishing.
Balamurugan. (2015). Ethnomathematics; An Approach for Learning Mathematics From Multicultural Perspectives. International Journal of Modern Research and Reviews, 3(6), 716–720.
Cheeseman, J. (2019). Young children are natural inquirers: Posing and solving mathematical problems. Waikato Journal of Education, 24(2), 11–22. https://doi.org/10.15663/wje.v24i2.664
Cheriani, Mahmud, A., Tahmir, S., Manda, D., & Dirawan, G. D. (2015). Problem-Based Learning – Buginese Cultural Knowledge Model — Case Study : Teaching Mathematics at Junior High School. International Education Studies, 8(4), 104–110. https://doi.org/10.5539/ies.v8n4p104
Fah, L. Y. (2009). Logical thinking abilities among form 4 students in the interior division of Sabah, Malaysia. Journal of Science and Mathematics Education in Southeast Asia, 32(2), 161–187.
Fouze, A. Q., & Amit, M. (2018). Development of Mathematical Thinking through Integration of Ethnomathematic Folklore Game in Math Instruction. EURASIA Journal of Mathematics, Science and Technology Education, 14(2), 617–630. https://doi.org/10.12973/ejmste/80626
Imswatama, A., & Lukman, H. S. (2018). The Effectiveness of Mathematics Teaching Material Based on Ethnomathematics. International Journal of Trends in Mathematics Education Research, 1(1), 35–38. https://doi.org/10.33122/ijtmer.v1i1.11
Karplus, R. (1977). Science Teaching and The Development of Reasoning. Journal of Research In Science Teaching, 14(2), 169–175. https://doi.org/10.1002/tea.3660140212
Muhtadi, D., & Prahmana, R. C. I. (2017). Sundanese Ethnomathematics : Mathematical Activities In Estimating , Measuring , and Making. Journal on Mathematics Education, 8(2), 185–198. https://doi.org/10.22342/jme.8.2.4055.185-198
Naresh, N. (2015). The role of a critical ethnomathematics curriculum in transforming and empowering learners. Revista Latinoamericana de Etnomatemática, 8(2), 450–471.
Nur, A. S., & Dadi, O. (2018). The Development of Curved Side Constructions Learning Media Involving Problem Solving Capability and Local Culture Wisdom. Jurnal Pendidikan Indonesia, 7(2), 120–129. https://doi.org/10.23887/jpi-undiksha.v7i2.13742
Nur, A. S., & Rahman, A. (2013). Mathematics Problem Solving as a Medium to Develop a Formal Reasoning at Student of Junior High School. Sainsmat, 2(1), 84–92. https://doi.org/10.2685/sainsmat217532013
Orey, D. C., & Rosa, M. (2006). Ethnomathematics: Cultural Assertions and Challenges Towards Pedagogical Action. The Journal of Mathematics and Culture, 6(1), 57–78.
Roadrangka, V. (1983). The construction of a group assessment of logical thinking (GALT). Retrieved from: http://thaiscience.com
Rosa, M., & Orey, D. C. (2011). Ethnomathematics : the cultural aspects of mathematics Etnomatemática : os aspectos culturais da matemática. Revista Latinoamericana de Etnomatemática, 4(2), 32–54.
Rosa, M., & Orey, D. C. (2018). The Anthropological Dimension on Ethnomodelling Research Based on Ethnomathematics and Modelling. Journal of Archaeology and Anthropology, 1(1), 1–8.
Saragih, S., Napitupulu, E. E., & Fauzi, A. (2017). Developing Learning Model Based on Local Culture and Instrument for Mathematical Higher Order Thinking Ability. International Education Studies, 10(6), 114–122. https://doi.org/10.5539/ies.v10n6p114
Schoenfeld, A. H. (2016). Learning to Think Mathematically : Problem Solving, Metacognition , and Sense Making in Mathematics. Journal of Education, 196(2), 1–38. https://doi.org/10.1177/002205741619600202
Sezen, N., & Bülbül, A. (2011). A scale on logical thinking abilities. In Procedia - Social and Behavioral Sciences (Vol. 15, pp. 2476–2480). Elsevier B.V. https://doi.org/10.1016/j.sbspro.2011.04.131
Simamora, R. E., & Saragih, S. (2019). Improving Students ’ Mathematical Problem Solving Ability and Self-Efficacy through Guided Discovery Learning in Local Culture Context. International Electronic Journal of Mathematics Education, 14(1), 61–72. https://doi.org/10.12973/iejme/3966
Supriadi, Suryadi, D., Sumarmo, U., & Rakhmat, C. (2014). Developing Mathematical Modeling Ability Students Elementary School Teacher Education through Ethnomathematics-Based Contextual Learning. International Journal of Education and Research, 2(8), 439–452.
Widada, W., Herawaty, D., & Lubis, A. N. M. T. (2018). Realistic mathematics learning based on the ethnomathematics in Bengkulu to improve students ’ cognitive level. In The 6th South East Asia Design Research International Conference (6th SEA-DR IC) (pp. 1–8). IOP Conf. Series: Journal of Physics: Conf. Series.
Article Metrics
Abstract view(s): 1001 time(s)PDF: 822 time(s)
Refbacks
- There are currently no refbacks.