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Tytuł pozycji:

Contextual learning with Ethnomathematics in enhancing the problem solving based on thinking levels

Tytuł:
Contextual learning with Ethnomathematics in enhancing the problem solving based on thinking levels
Autorzy:
Andi Saparuddin Nur
Stevanus Budi Waluya
Rochmad Rochmad
Wardono Wardono
Temat:
contextual learning, ethnomathematics, culture, problem-solving, thinking level
Education (General)
L7-991
Science
Mathematics
QA1-939
Źródło:
Journal of Research and Advances in Mathematics Education, Vol 5, Iss 3, Pp 331-344 (2020)
Wydawca:
Muhammadiyah University Press, 2020.
Rok publikacji:
2020
Kolekcja:
LCC:Education (General)
LCC:Science
LCC:Mathematics
Typ dokumentu:
article
Opis pliku:
electronic resource
Język:
English
Indonesian
ISSN:
2503-3697
Relacje:
http://journals.ums.ac.id/index.php/jramathedu/article/view/11679; https://doaj.org/toc/2503-3697
DOI:
10.23917/jramathedu.v5i3.11679
Dostęp URL:
https://doaj.org/article/72bb85733f5548ea83b5b4e926881098  Link otwiera się w nowym oknie
Numer akcesji:
edsdoj.72bb85733f5548ea83b5b4e926881098
Czasopismo naukowe
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

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