Probing-Prompting Based On Ethnomathematics Learning Model: The Effect On Mathematical Communication Skill

Abstract

Communication skills on mathematics should be mastered by students to involve them in mathematics learning process. This study aimed to determine the effect of the Probing-Prompting based on Ethnomatematics learning model PPBELM on mathematical communication skills. This research is an experimental study with simple random sampling technique. Experimental group and control group was randomly selected. There are fifty one students divided to 25 college students within the experimental group, while 26 students in the control group. This study performed two times semester of 2017-2018 instructional 12 months. The instrument used to collect data is a test of mathematical communication skills. Test trials include content validity, level of difficulty, difference in power, and reliability. For the normality test using the Lilliefors-test, the homogeneity test uses a similarity test of two variances. The hypothesis test used by t-test. The results show that there is an influence from the Probing-Prompting based on Ethnomathematics learning model on mathematical communication skills.

The Effect of SSCS Learning Model on Reflective Thinking Skills and Problem Solving Ability

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Penerapan Kurikulum Ismuba Terhadap Pembentukan Karakter Islami Siswa SMP Muhammadiyah Banguntapan

“…Sejalan dengan UU Sikdinas No 20 tahun 2003 tentang sistem pendidikan nasional menyebutkan bahwa pendidikan nasional berfungsi mengembangkan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga Negara yang demokratis serta bertanggungjawab (Hartinah et al, 2019;Lestari, 2018;Wardoyo, 2015).…”

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“…Sehingga peran guru penting dalam menunjang keberhasilan suatu pembelajaran dikelas maupun diluar kelas. Maka kegiatan belajar tidak hanya difahami secara hasil, tetapi proses dalam membentuk kepribadian peserta didik agar lebih efektif dalam pembelajaran (Hartinah et al, 2019;Holidun et al, 2018;Komarudin, 2017). Selain itu dibutuhkan inovasi dan kreativitas pembelajaran dalam meningkatkan dan mengembangkan falsafah pendidikan indonesia (Gumanti et al, 2018;Hamidah & Suherman, 2016).…”