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

Abstract

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.

The Use of Ethnomathematics Learning Devices Based on Realistic Mathematics Education Models on Mathematics Literacy Mastery

“…There are differences in mathematical abilities for students who are taught with realistic mathematics approaches compared with students taught with traditional learning. Also, the mathematical skills of ethnomathematical oriented students were better than those who were non-ethnomathematical oriented [26]. This gives confidence that realistic mathematics learning and ethnomathematics approaches have a positive influence on students' mathematical abilities in elementary schools.…”

“…It applies a similar effect on students' learning activities [22]. Through learning that is close to students' minds and the ethnomathematics approach can improve problemsolving skills [23], mathematical communication [24], and overcome mathematical difficulties [25] [26] Also, it was to improved mathematical abilities.…”

Overcoming Difficulties in Understanding the Linear Equation System Through the Ethnomathematics Approach in the COVID-19 Pandemic

“…These students are able to rediscover mathematical concepts and their perceptions of mathematics as a scientific discipline [23]. Also, the ethnomathematics approach assisted by YouTube media contributes to improving students' mathematical skills, especially problem solving [18], and understanding mathematical concepts [24]. Thus, we believe that mathematics learning suitable for junior high school students during the COVID-19 pandemic is a local cultural approach assisted by YouTube.…”

Weaknesses of Euclidean Geometry: A Step of Needs Analysis of Non-Euclidean Geometry Learning through an Ethnomathematics Approach

“…Integrated learning based on daily life positively affects the ability to understand mathematics (Andriani et al, 2020). It is shown that the average score and understanding of mathematical concepts of students who are taught with realistic learning is higher than that of students who are taught using conventional learning models.…”