Culture-Based Contextual Learning to Increase Problem-Solving Ability of First Year University Student

Samo, Damianus D.; Darhim, Darhim; Kartasasmita, Bana G.

doi:10.22342/jme.9.1.4125.81-94

Cited by 35 publications

(35 citation statements)

References 5 publications

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“…This is consistent with results of previous studies that the research conducted bySuyitno, I. (2018), Fatimah, S. (2013), Purnamasari, S. (2017), Samo, DD (2018) and Wuisang, JR (2016).…”

Section: Utilization Of Minangkabau Cultural Values As a Source Of Ecsupporting

confidence: 93%

Minangkabau Cultural Values Contribution as a Source of Economic Contextual Learning

Armiati¹,

Susanti²,

Rahmidani³

2020

Proceedings of the 4th Padang International Conference on Education, Economics, Business and Accounting (PICEEBA-2 2019)

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The purpose of this study is to determine whether the values of Minangkabau culture possessed by the people of West Sumatra has been used as a learning resource economics by high school teachers in West Sumatra. This research is qualitative method with case study research design, which means that the findings in this study apply only to the characteristics or the same phenomenon. The research was conducted in SMA 1 and SMA 2 Bukittinggi, West Sumatra. Data was collected through observation, interviews and documentation study. Informants in this study were teachers and students on economic subjects. Technique analysis of data using qualitative analysis model of Miles & Huberman. To ensure the validity of research data conducted checks on the validity and reliability of the data. The results showed that:learning resources that are utilized by the informants are textbooks, internet media, and neighborhood schools, libraries and parks; more than 80% of the informant did not take advantage of the cultural values of Minangkabau as a learning resource, the cause is the lack of time to learn the material in the classroom economy, informant did not have a good knowledge of the Minangkabau culture that will be integrated in learning, and books related to the Minangkabau culture references that will be a source of learning for economic subjects are also not yet available.

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“…This is consistent with results of previous studies that the research conducted bySuyitno, I. (2018), Fatimah, S. (2013), Purnamasari, S. (2017), Samo, DD (2018) and Wuisang, JR (2016).…”

Section: Utilization Of Minangkabau Cultural Values As a Source Of Ecsupporting

confidence: 93%

Minangkabau Cultural Values Contribution as a Source of Economic Contextual Learning

Armiati¹,

Susanti²,

Rahmidani³

2020

Proceedings of the 4th Padang International Conference on Education, Economics, Business and Accounting (PICEEBA-2 2019)

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“…A growth mindset of teachers is an essential element to help students improve in their learning of mathematics and other disciplines, and it is more prominent for the minority group students (Fink et al, 2018). Culture-based contextual teaching-learning of mathematics problem-solving may support in addressing the multilingual and multicultural aspects of mathematics at school and higher education (Samo, Darhim, & Kartasasmita, 2018). Corson (1998) proposed a perspective of this phenomenon, "Language is the vehicle for identifying, manipulating and changing power relations between people" (p. 5).…”

Section: Participant Narrativementioning

confidence: 99%

Mathematics Educators’ Perspectives on Cultural Relevance of Basic Level Mathematics in Nepal

et al. 2021

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The main purpose of this paper was to explore mathematics educators’ perception of the cultural relevance of basic level mathematics in Nepal. The design of this study involved an interpretive qualitative approach by administering in-depth interviews with five purposively selected mathematics educators teaching at five higher education institutions in the Kathmandu valley. Each interview was audio-recorded and transcribed for coding and constructing themes. The major themes that emerged were teaching in a mother language, contextualized Ethnomathematics, and the local knowledge in the curriculum as a teaching approach. The findings of the study can be helpful to curriculum designers and teachers at the basic level of mathematics. The study also adds to the literature of cultural aspects of mathematics teaching and learning and curriculum design.

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“…These mental strategies recall in many aspects the phases of a problem solving activity in teaching, for example, of Mathematics: understanding the problem, designing the mathematical model, model resolution and interpretation of the results obtained [9]. What distinguishes computational thinking from problem solving is the conceptual paradigm shift constituted by the transition from solving problems to making problem solving [8].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Creation of Animated Graphs to Develop Computational Thinking and Support STEM Education

Barana

Conte

Floris

et al. 2020

Communications in Computer and Information Science

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Problem solving and computational thinking are the key competences that all individuals need for professional fulfillment, personal development, active citizenship, social inclusion and employment. In mathematics, during contextualized problem solving using Maple, the differences between these two skills become thinner. A very important feature of Maple for problem solving is the programming of animated graphs: an animation obtained by generalizing a static graph, choosing the parameter to be varied and its interval of variation. The first objective of this research is to analyze the computational thinking processes behind the creation of animated graphs for the resolution of a contextualized problem. To this end, we selected and analyzed some resolutions of problems carried out by fourth-grade students of upper secondary schools in Italy (grade 12). The paper shows some examples in which different processes of computational thinking have emerged, which reflect resolutive strategies and different generalization processes. From the analysis it emerged that all the processes underlying the mental strategies of the computational thinking useful for solving problems are activated in the creation of animated graphs. In the second part of the article we discuss examples of animations created during training activities with secondary school teachers, and how animations can support the learning of scientific concepts. It is very important to train the teachers in this regard, both to understand the processes that the students would activate during the creation of animated graphics and to enrich the theoretical or practical explanations with animated representations.

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Culture-Based Contextual Learning to Increase Problem-Solving Ability of First Year University Student

Cited by 35 publications

References 5 publications

Minangkabau Cultural Values Contribution as a Source of Economic Contextual Learning

Minangkabau Cultural Values Contribution as a Source of Economic Contextual Learning

Mathematics Educators’ Perspectives on Cultural Relevance of Basic Level Mathematics in Nepal

The Creation of Animated Graphs to Develop Computational Thinking and Support STEM Education

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