The Influence of Ethnomathematics Based Learning on Mathematics Problem-Solving Ability: A Meta-Analysis

Abstract

The introducer of ethnomathematics defined ethnomathematics as mathematics practised among identified cultural groups. Ethnomathematics positively impacts the learning process either as a Moderate or an approach to, for example, problem-solving ability. Previous researchers have carried out several studies on implementing ethnomathematical-based learning to improve students’ problem-solving ability. However, the analysis shown is very varied, so it still raises doubts about the impact of learning using ethnomathematics on mathematical problem-solving abilities. This study aims to determine the correlation between ethnomathematical-based with students’ problem-solving skills. This study uses meta-analysis research, which combines several experimental Studies that collate the effectuality of ethnomathematical-based learning and regular instruction on improving the mathematical problem-solving ability. Relevant studies were searched through e-resources from Perpusnas databases with the specified keywords. There are 106 studies obtained from the search query. Fourteen studies were selected according to the inclusion and exclusion criteria. Meta-Mar was used to determine the joined effect size by analysing the selected studies. This study shows that the joined effect size of applied ethnomathematical-based learning in improving mathematical problem-solving skills is 1,04 and was classified as a strong effect. Therefore, it is deduced that ethnomathematical-based learning relies on mathematical problem-solving abilities. Statistically, the implementation of ethnomathematics-based learning in improving mathematical problem-solving ability is also influenced by the study’s characteristics at the level of education.

The Effectiveness of Ethnomatematics Based Learning on Mathematics Ability of Elementary School Students: A Meta-Analyis Study

“…These results indicate that the research year variable affects the effectiveness of applying ethnomathematics-based learning to the mathematical abilities of elementary school students. This finding is also consistent with the research of Apriatni et al (2022) who found that the application of ethnomathematics-based learning was reported to be most effective in 2021-2022 compared to 2015-2016, 2017-2018, and 2019-2020. 98 In addition, a meta-analysis study by Purnomo et al 99 and Samritin et al 100 also found that the variable year of publication affects the effect size.…”

“…These results indicate that the sample size variable does not affect the effectiveness of applying ethnomathematics-based learning to the mathematical abilities of elementary school students. Apriatni et al (2022) also reported that ethnomathematicsbased learning was effective on problem solving abilities at sample sizes ≤ 30 and > 30, but had insignificant differences. 97 The consistency of these findings provides a more accurate conclusion.…”