A Secondary Student’s Problem Solving Ability in Learning Based on Realistic Mathematics with Ethnomathematics

Nursyahidah, Farida; Saputro, Bagus Ardi; Rubowo, Maya Rini

doi:10.23917/jramathedu.v3i1.5607

Cited by 36 publications

(25 citation statements)

References 5 publications

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“…Differences in putting the meaning of open-ended problems lead to different problemsolving plans (Chong et al, 2018). It confirms several research results that learning mathematics, associated with students' local culture, will make it easier for students to interpret and understand mathematics (Abiam et al, 2015;Harding, 2021;Nursyahidah et al, 2018). It will also be easier for students to understand because their abstract knowledge can be accommodated and assimilated by their knowledge in everyday life (Hasbi et al, 2019).…”

Section: Discussionsupporting

confidence: 86%

Junior high school students’ abilities in solving the open-ended mathematical problems with the context of Songket motif

Araiku

Kurniadi²,

Pratiwi³

2022

jel

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Many researchers stated that most students struggle to solve higher mathematical problems, including open-ended problems. One of many solutions is to apply a realistic context close to students. Hence, this research aimed to analyze students’ abilities in solving an open-ended mathematical problem using the Songket context, particularly the Kembang Tengah motif. The subjects were 24 seventh graders. The instruments for this descriptive research were an open-ended problem and an interview sheet. The results show that in solving the open-ended problem, 88.33% of students understood the problem, 59.72% were able to construct, and 72.22% applied the plan, while 52.78% wrote the conclusion. No students evaluated their solution to the problem. In implementing open-ended problems in the traditional context, students have different solutions based on their various experiences with the context, problem-solving schema, and mean-putting on the problem. They also applied multiple problem-solving strategies in working the problem. The similarity was the use of assumptions in solving the problem. However, some assumptions were inconsistent, neither their prior work nor other mathematical concepts. Therefore, teachers and researchers need to emphasize students’ written self-evaluation to check and improve their solutions. Another suggestion is to see the metacognitive process in solving the open-ended mathematical problem using a specific tradition. Furthermore, teachers should engage more in using open-ended problems and scaffold students when facing obstacles in solving them.

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Section: Discussionsupporting

confidence: 86%

Junior high school students’ abilities in solving the open-ended mathematical problems with the context of Songket motif

Araiku

Kurniadi²,

Pratiwi³

2022

jel

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“…Penelitian terkait etnomatematika dilakukan oleh (Massarwe, Verner, & Bshouty, 2012), (Rosa & Orey, 2011), (Supiyati, Hanum, & Jailani, 2019). Penelitian terkait ethnomatematika dan pendekatan matematika realistik dilakukan oleh (Nursyahidah, Saputro, & Rubowo, 2018), (Peni, 2019). Penelitian terkait hubungan motif tenun dan pembelajaran matematika dilakukan oleh (Deda & Disnawati, 2017…”

Section: Sistematis Menurut Hans Freudenthal Dalamunclassified

Pendekatan Pendidikan Matematika Realistik Berbasis Etnomatematika Dan Prestasi Belajar Siswa

et al. 2020

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Buna is one of the woven motifs from Insana, East Nusa Tenggara Province that uses geometric motifs like a rhombus. Rhombus is a challenging material so students only memorize the formula without understanding the concept. In order to overcome this problem, a weaving learning based on ethnomathematics has been proposed. The purpose of this study is to understand the impact on the learning achievement of students of the implementation of a realistic mathematical approach based on ethnomathematics. This is a quantitative study using a one-group pretest-posttest design. The population for this study is all fifth-grade students of SDN Bestobe, Insana District. Pretest and posttest results obtained are used for the analysis. The statistical test used is a paired sample t-test. The results show that the implementation of realistic mathematical learning based on ethnomathematics has a substantial influence on the learning achievement of mathematics students. These results contribute to adding empirical evidence related to the relationship between Ethnomathematics-based Realistic Mathematics Education approaches to student achievement.

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“…Mathematical problem-solving skills are very useful for students, not only in solving mathematical problems but also in solving daily problems. Mathematical problem-solving ability is an activity to understand the problems and identify strategies that will be used correctly and appropriately as well as the ability to interpret the solutions (Nursyahidah et al, 2018;Putri, 2017;Siagan et al, 2019;Suraji et al, 2018). Problem solving ability is not something that is easily obtained by students so students must be trained to develop these abilities (Fajri et al, 2021;Jua, 2018;Wulandari et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Students Ability to Solve Mathematical Problem Through Online Learning During Covid-19 Pandemic

Azhari

Nurhalimah²,

Anwar³

et al. 2022

JPPM

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The purpose of this study is to examine the solving skill of students on mathematical problem through online learning during COVID-19 pandemic, particularly in solving the problem related area and perimeter of trapezium. Data collection is conducted by performing problem solving skill test and interview. Furthermore, the data analyses is conducted by data reduction, data presentation and conclusion formulation. This study concludes that students have very good ability to solve the problem during the online learning through whatsapp group and g-meet. Detail of the steps used in examining the problem solving abilty as follow: 1) problem comprehension; students as research subject able to explain the problem by using their own terms, analyse the problem by stating the known and unsolved variables and illustrating the provided pictures 2) planning the problem solving; subject can determine other condition from the problem, selecting and structuring the steps to solve the problems 3) implementing the problem solving; subject solved the problem by using the selected formula accordingly 4) cross-checking; subject cross-checked the solutions by using other method and compared the results.

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A Secondary Student’s Problem Solving Ability in Learning Based on Realistic Mathematics with Ethnomathematics

Cited by 36 publications

References 5 publications

Junior high school students’ abilities in solving the open-ended mathematical problems with the context of Songket motif

Junior high school students’ abilities in solving the open-ended mathematical problems with the context of Songket motif

Pendekatan Pendidikan Matematika Realistik Berbasis Etnomatematika Dan Prestasi Belajar Siswa

Students Ability to Solve Mathematical Problem Through Online Learning During Covid-19 Pandemic

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