Students’ metacognition on mathematical problem solving through ethnomathematics in Rejang Lebong, Indonesia

Herawaty, Dewi; Widada, Wahyu; Novita, Tanti; Waroka, Lia; Lubis, A N M T

doi:10.1088/1742-6596/1088/1/012089

Cited by 40 publications

(20 citation statements)

References 4 publications

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“…Ethnomathematic brings great benefits such as http://journals.ums.ac.id/index.php/jramathedu maintaining cultural awareness and improving intellectual, social, and emotional intelligence through the uniqueness of the culture owned by students. The approach of local culture-based mathematics learning can change people's perspective regarding the existence of mathematics in daily life (Herawaty, Widada, Novita, Waroka, & Lubis, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Prior studies have uncovered that mathematical concepts are based on local attributes and can be used as a source of learning in elementary and secondary schools (Herawaty et al, 2018;Nur, Waluya, Rochmad, & Wardono, 2020;Pathuddin, Kamariah, & Nawawi, 2021). The implementation of ethnomathematics-based contextual learning can improve students' cognitive levels (Nur et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Ethnomathematics: Modelling the volume of solid of revolution at Buginese and Makassarese traditional foods

Busrah

Pathuddin²

2021

J. Res. Adv. Math. Educ

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Ethnomathematics can empirically improve the cognitive abilities of students in elementary and secondary schools. However, in undergraduate study, there are still limited studies on integrating ethnomathematics in learning resources. This study aims to apply interpolation in modelling polynomial functions and integral volume on the shape of Buginese and Makassarese traditional foods. Furthermore, it can be used by students as relevant learning resources regarding interpolation and the concept of volume of solid of revolution (VOSR). This is a qualitative study using an ethnographic approach. The data were collected through observations to obtain general information, interviews with informants to find out food-making techniques, and documentation to obtain physical models of each type of food. Data Analysis Techniques consist of the domain analysis to obtain an overview of Buginese and Makassarese traditional foods and the taxonomic analysis to categorize mathematical concepts obtained from the modeling and simulation. The result of this research reveals that lammang is suitable with the slabs. It can be represented as constant functions that revolved around the x-axis or the y-axis. While paso, bolu cukke, and cantik manis as well as barongko batara, Putu, and cucuru can be outlined in linear functions rotating about the x-axis, y-axis, or others fixed-line. They meet the criteria of the disks method. However, they are described in the function of polynomials of n-degree. The use of washers can be described in the model of blundered and sarang semut with a hole in the middle caused by the intersection of two curves rotated about the x-axis or the y-axis. For shells, the model can be applied to determine the cover volume of the cover of pisang ijo flour and onde-onde. Thus, all types of traditional foods in this study can be appropriate objects for a learning resource in modelling the VOSR.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Ethnomathematics: Modelling the volume of solid of revolution at Buginese and Makassarese traditional foods

Busrah

Pathuddin²

2021

J. Res. Adv. Math. Educ

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“…The ability to understand mathematically can be achieved completely if students learn through the ethnomathematics approach [21]…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between the Ability of Understanding Mathematical Concepts With Language Ability During Contextual Learning

Salmaini¹,

Fauzan²,

Arnawa³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Increasing the ability of the left brain can have a positive effect on the understanding of mathematical concepts. The purpose was to test whether there was a positive direct effect on students' language skills through contextual learning based on Padang (Pariaman) Tabuik Culture on their ability to understand mathematical concepts. It was survey research. The sample was selected simple random as many as 100 people from 389 students of SMA N 3 Padang Indonesia. The sample has attended lectures through contextual learning based on Padang Tabuik culture for 8 weeks. The research instrument was a test of language skills and the understanding of mathematical concepts. Quantitative data were analyzed using a structured equation model. It is analyzed using a Lisrel application program. The conclusion of this study is that students' language skills through contextual learning based on Padang Tabuik Culture have a positive direct effect on their ability to understand mathematical concepts.

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“…There is a context that is connected to the environment where the students live [4]. It is also called a local culture [5] [6]. There are thematic ideas in mathematics that connect the units and strands, together with symbiotically linking at the unit and grade level.…”

Section: Introductionmentioning

confidence: 99%

Understanding the Number Concepts through Learning Connected Mathematics (CM): A Local Cultural Approach

Andriani¹,

Widada²,

Herawaty³

et al. 2020

ujer

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Mathematics becomes an important subject in elementary school. Numbers are one part of school mathematics. Learning that links between concepts and what is close to students' minds makes it easy for students in the process of reaching concepts. This is CM based on local culture. This research used a 2x2 factorial design. The population is all elementary school students from the "Integrated Islamic Foundation" in Bengkulu City. Samples were taken by using an intact group technique. The total sample is 60 students. With the local culture-based CM learning for experimental class and conventional learning for control class, the research instrument is a test of the ability to understand the concept of numbers. It is a valid and reliable instrument. The data was analyzed using the ANCOVA statistical test. The results of this study are Fo (A) = 9.7289 with, df = (1, 57) and p-value = 0.090 <0.05, which means Ho is rejected. It is showed that there is a linear effect of the covariate (initial ability) to understand the concept between the students who follow the learning by using CM with a local cultural approach. Fo (B) = 4.8096, df (1, 57) and p-value = 0.016 <0.05. In this case, Ho was also rejected. Thus, it can be inferred that there is the influence of CM learning with a local cultural approach on the ability to understand number concepts. It can be concluded that the average score and comprehension of the number concept for students who were taught by using CM learning was higher than the students who were taught with conventional learning models. Finally, the mean score for students' ability to understand the number concepts among the students who were given local culture-based materials was higher than the students who were given the materials which are not based on local culture.

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Students’ metacognition on mathematical problem solving through ethnomathematics in Rejang Lebong, Indonesia

Cited by 40 publications

References 4 publications

Ethnomathematics: Modelling the volume of solid of revolution at Buginese and Makassarese traditional foods

Ethnomathematics: Modelling the volume of solid of revolution at Buginese and Makassarese traditional foods

The Relationship Between the Ability of Understanding Mathematical Concepts With Language Ability During Contextual Learning

Understanding the Number Concepts through Learning Connected Mathematics (CM): A Local Cultural Approach

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