Ethnomathematics-based learning is using local cultural context within the teaching and learning of mathematics. Using ethnomathematics-based learning sources in the classroom can help create a meaningful learning experience. This article reports a design research conducted to develop an ethnomathematics-based worksheet to be used to teach the concept of linear equations. The target users were first-year students of the primary education department of Syiah Kuala University, Indonesia. The development of the worksheet was carried out in three phases which consisted of preliminary research, developing or prototyping and assessment. Data were gathered using validation sheets and observation sheets. Data analysis was carried out qualitatively where the assessment of the product was based on its validity, practicality and effectivity. In this article, we reported the validity and practicality criteria. Several revisions had been made during the development of the worksheet. The end result of the product satisfied the criteria of validity and practicality. These findings suggest that the development of the product can proceed to the assessment phase to test the effectiveness of the worksheet.
Solving mathematics word problems remains as difficult tasks for elementary students. One way to overcome this problem is by applying mathematical literacy. This study aimed to describe teachers’ ability in managing the learning process and determine the learning outcomes of Year 5 students. This study employed a qualitative approach, specifically Classroom Action Research. The study design was carried out in three cycles. The data collection related to teachers’ ability in learning management was conducted by observation, was analysed using descriptive statistics, with the category of “poor, fair, average, good, and excellent”. On the other hand, students’ learning outcomes were measured by a mathematics test, were analysed by using percentages and referred to the school’s minimum criteria of mastery learning. The results showed the increase in teachers’ learning management ability, the average of cycle I, II and III was 4.3 (good), 4.6, and 4.8 (excellent) respectively. Besides, the students’ learning outcome was also improved, the average of cycle I, II and III were 62.36 (23.5% of classical mastery learning), 66.18 (58.8% of classical mastery learning), and 85 (70.6% of classical mastery learning) respectively. The results showed that mathematical literacy could improve Year 5 students’ learning outcomes in problem-solving.
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