![]() ![]() The teachers found it more holistic and supported the achievement of learning objectives. The students who went through this experiment scored higher grades and achieved better learning outcomes. Findings: Findings concluded that ethno-mathematical learning with TPACK intervention assisted by PBL models can be more effective than a simple ethno-mathematical learning model. A sample of 128 students from 4 classes at junior high school at Jambi city was identified through a simple random sampling technique. ![]() The data constituted the students' posttest outcomes and the results of observation of its implementation by teachers in classroom. Methodology: This study used a mixed method, quasi-experimental research design with two experimental groups. These models have the potential to be used as a starting point in learning mathematics.Ī R T I C L E I N F O A B S T R A C T Purpose: This study aimed to see the influence of the integration of ethno mathematics with the framework of TPACK (Technologıcal, Pedagogıcal, Art, Content, And Knowledge) as a problem-based learning model, in junior high school to teach social arithmetic. This study showed that Yogyakarta's people use mathematical modeling to determine the seasons' system and funerary dates. It is to clarify the researcher's understanding of the literature. Furthermore, the data was collected through literature artifacts, field observation, and interviews with resource persons who understand the seasons, system, and calculation of birth and death days. Therefore, this study aims to explore Yogyakarta's culture in terms of contexts used in mathematics learning. It is hard to find in mathematics textbooks in Indonesia, which put cultural context as starting points. Educators are not yet aware of this richness in the learning process to integrate it as the starting point. Indonesia is rich with culture, including the Special Region of Yogyakarta (DIY). Along with its development, mathematics has been taught through formal education or schooling in the flat- not flexible ways and far from students' social and cultural lives. Mathematics exists as rooted in human ideas, ways, and techniques to respond to their environments. ![]() All of the strategies and models that students find illustrate and discuss show how the construction or contribution of students can be used to help their initial understanding of the reflection and dilation. The design experiments showed that this context can stimulate students to understand their knowledge of the idea of dilation and reflection in transformation geometry. This study describes how the motifs of bamboo woven made a real contribution for ninth-grade students to understand the concept of dilation and reflection in transformation geometry. The research method used is design research consisted of three stages: preliminary design, teaching experiment, and retrospective analysis. This context was used as the starting point in the learning process by applying the Pendidikan Matematika Realistik Indonesia approach. Therefore, this study aims to design the dilation and reflection in transformation geometry learning trajectory using the motifs of bamboo woven. Yet, Indonesian students still have difficulty applying mathematical concepts to solve problems related to everyday life, such as dilation and reflection in transformation geometry. Cultural diversity around students can be integrated into learning mathematics in the classroom. ![]()
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