The ability to Understanding of the Concept of Derivative Functions for Inter-Level Students During Ethnomathematics Learning

Widada, Wahyu; Herawaty, Dewi; Nugroho, Khathibul Umam Zaid; Anggoro, Ari

doi:10.1088/1742-6596/1179/1/012056

Cited by 9 publications

(8 citation statements)

References 5 publications

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“…The ability to understand mathematical concepts for students who were taught with realistic mathematics learning approaches is higher than those who were taught with direct instruction when two groups of students are given material oriented to local culture (ethnomathematics) [25] [26]. The same thing happened to improve mathematical problem solving [18] [12], also for mathematical communication [17], concept understanding [25]. Thus, we believe that the CM learning approach that is oriented towards local culture (ethnomathematics) has a positive effect on improving understanding of mathematics, especially the concept of numbers.…”

Section: Resultsmentioning

confidence: 99%

“…It is a realistic mathematical approach by utilizing local contextual and cultural problems as its starting point. The ability to understand mathematical concepts for students who were taught with realistic mathematics learning approaches is higher than those who were taught with direct instruction when two groups of students are given material oriented to local culture (ethnomathematics) [25] [26]. The same thing happened to improve mathematical problem solving [18] [12], also for mathematical communication [17], concept understanding [25].…”

Section: Resultsmentioning

confidence: 99%

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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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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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

Andriani¹,

Widada²,

Herawaty³

et al. 2020

ujer

Self Cite

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“…Geometry is a compulsory subject for mathematics education students (Nugroho et al, 2019). Objects are abstract, so students often have difficulty understanding them (Widada et al, 2019b). Therefore, teachers must be able to manage geometry learning appropriately.…”

Section: Introductionmentioning

confidence: 99%

Learning trajectory of non-Euclidean geometry through ethnomathematics learning approaches to improve spatial ability

Sukestiyarno

Nugroho

Sugiman

et al. 2023

EURASIA J Math Sci Tech Ed

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Non-Euclidean geometry is an abstract subject and difficult to learn, but mandatory for students. The ethnomathematics approach as a learning approach to improve students’ spatial abilities. The aim of this research is to discover new elements of the spatial abilities of non-Euclidean geometry; determine the relationship between spatial abilities for Euclid, Lobachevsky, and Riemann geometry. This study used the micro genetic method with a 2×2 factorial experimental research design. The sample of this research is 100 students of mathematics education. There are three valid and reliable research instruments through expert trials and field trials. Data collection was carried out in two ways, namely tests and observations. Quantitative data were analyzed through ANCOVA, and observational data were analyzed through the percentage of implementation of the learning trajectory stages. The result is that the spatial ability of students who are given the ethnomathematics learning approach is higher than students who are given the conventional learning approach for Lobachevsky geometry material after controlling for the effect of Euclidean geometry spatial ability. Also, the same thing happened for the spatial abilities of Riemann geometry students. The learning trajectory is conveying learning objectives (learning objective); providing ethnomathematics-based visual problems; students do exploration; students make conclusions and summaries of exploration results; and ends with students sharing conclusions/summaries about concepts and principles in geometric systems. It was concluded that learning non-Euclid geometry through learning paths with an ethnomathematics approach had a positive impact on increasing students’ spatial abilities.

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“…Derivatives are a topic studied by high school students. However, many students still have difficulty solving problems related to derivatives (Constantinou, 2014;Denbel, 2015;Hashemi et al, 2014;Ngilawajan, 2013;Saepuzaman et al, 2017;Salingkat, 2017;Widada et al, 2019). Whereas derivatives are important to study because they are often used by other fields of science such as economics.…”

Section: Introductionmentioning

confidence: 99%

Local Instructional Theory of Derivative Topics Based on Realistic Mathematics Education for Grade Xi Senior High School Students

Armiati

Sari²

2022

jptk

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This study discusses the development of learning design for derivative topics based on Realistics Mathematics Education (RME). The design developed is different from the designs that have been developed by previous researchers, where in this study, the derivative concept was introduced through the flying fox trajectory, which refers to students' understanding of limits and average velocity. This development aims to obtain a valid, practical, and effective learning design in derivative topics to develop students' mathematical problem-solving abilities. The development model combines the Plomp and Gravemeijer & Cobb models, which are divided into the preliminary research stage, the development or prototyping stage, and the assessment stage. In the preliminary stage, needs analysis, curriculum analysis, concept analysis, and literature review are carried out. Product prototype development is carried out at the development stage, and formative evaluation consists of self-evaluation, expert validation, one-to-one, and small group phases. In this article, the study focuses on findings from one-to-one activities at the development stage. Through one-to-one activities, the resulting design was tested on three students with different abilities to find out whether this product could later be implemented in the classroom. After students learn to use the design, at the end of the activity, students are given a problem-solving ability test to determine the impact of the design on students' problem-solving abilities. The final product obtained is Local Instructional Theory (LIT) of derivative topics, valid, practical, and impact students' problem-solving abilities of RME-based teacher and student books

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The ability to Understanding of the Concept of Derivative Functions for Inter-Level Students During Ethnomathematics Learning

Cited by 9 publications

References 5 publications

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

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

Learning trajectory of non-Euclidean geometry through ethnomathematics learning approaches to improve spatial ability

Local Instructional Theory of Derivative Topics Based on Realistic Mathematics Education for Grade Xi Senior High School Students

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