Development of competencies for teaching geometry through an ethnomathematical approach

Verner, Igor M.; Massarwe, Khayriah; Bshouty, Daoud

doi:10.1016/j.jmathb.2019.05.002

Cited by 35 publications

(38 citation statements)

References 24 publications

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“…Manakala jika merujuk kepada elemen dan Etnomatematik yang paling kerap diukur dan diperhatikan ialah elemen bangunan (Budiarto et al, 2019;Farokhah et al, 2017;Fitriyah et al, 2018;Kusuma et al, 2019;Kusumaningsih et al, 2020;Lena et al, 2019;Mauluah & Marsigit, 2019;Muhammad et al, 2019;Mukeriyanto et al, 2020;Richardo et al, 2019;Rohaeti et al, 2020;Septianawati et al, 2017;Shahbari & Daher, 2020;Sunzuma & Maharaj, 2020;Triwahyuningtyas et al, 2020;Verner et al, 2019;Widada et al, 2019;Widada, Herawaty, Beka et al, 2020). Elemen lainnya yang digunakan dalam kajian ialah elemen Etnomatematik secara am dikaitkan dengan pembelajaran Matematik, tidak merujuk kepada elemen yang khusus.…”

Section: Farokhah Et Al (2017)unclassified

Elemen Etnomatematik dalam Pengajaran dan Pembelajaran: Kajian Literatur Bersistematik

Zani

Maat

2021

MJSSH

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Etnomatematik adalah satu upaya untuk menghubungkan Matematik kepada budaya sedia ada di dalam masyarakat. Etnomatematik yang mula diperkenalkan oleh Ubiratan D’Ambrosio pada tahun 1985 terus berkembang sehingga sekarang, penggunaan Etnomatematik dewasa ini terus berkembang manakala tidak ada upaya untuk mengembangkan kurikulum berbasis Etnomatematik. Masalah yang timbul ialah tidak ada suatu kurikulum yang khas bagi Etnomatematik, seterusnya elemen-elemen Matematik yang digunakan amat pelbagai. Sehingga tujuan dari kajian ini ialah untuk menerokai elemen-elemen Matematik yang digunakan dalam kajian-kajian empirikal sedia ada. Metodologi yang digunakan untuk mencapai tujuan dalam kajian ini ialah kajian literatur bersistematik. Kajian-kajian empirikal sedia ada daripada tahun 2010 sehingga 2020 dilakukan penyaringan secara bersistematik dengan kriteria yang telah ditetapkan. Sebanyak 40 kajian sedia ada dianalisis, selanjutnya dipisahkan berdasarkan tema yang timbul. Hasil kajian ini menunjukkan bahawa dari 40 artikel yang dianalisis, sebanhyak 30 artikel berasal daripada negara Indonesia, dan peningkatan penerbitan daripada tahun 2010 sehingga 2020 mengalami peningkatan mulai dari 2 penerbitan sehingga pada tahun 2020 ada 17 penerbitan selama satu tahun. Metodologi pada kajian-kajian empirikal sedia ada kebanyakannya menggunakan kaedah kualitatif sebanyak 43% dan R&D sebanyak 40%. Elemen Etnomatematik yang banyak digunakan ialah bangunan dengan aspek Matematik pengetahuan asas. Sehingga kedepannya pengkaji lain dan guru boleh menggunakan hasil kajian ini untuk mengembangkan kajian ataupun pengajaran di dalam bilik darjah.

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Section: Farokhah Et Al (2017)unclassified

Elemen Etnomatematik dalam Pengajaran dan Pembelajaran: Kajian Literatur Bersistematik

Zani

Maat

2021

MJSSH

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“…Efforts to make mathematics more collaborative, practical, and connected to the real world align with the mathematical education reforms that began at least three decades ago as NCTM standards (Verner et al, 2019). 21st century proficiency is achieved when students have good communication, co-ordination, creativity and critical thinking skills.…”

Section: Introductionmentioning

confidence: 99%

Student Creative Thinking Analysis in Ethnomathematics Based Inquiry Learning on Transformation Materials

Choeriyah

Qohar

Subanji

2021

edu

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Creative thinking is a very important aspect in learning, with creative thinking students can develop their abilities in every material being taught. This study aims to describe students' creative thinking skills in learning by using an ethnomathematical-based inquiry model. This research is a descriptive qualitative research. The subjects of this study were 10 students of class XI MIA MA Al Mukhtar Adipala Cilacap. The results of this study indicate that at the first meeting the average creative thinking level of students in the three groups was 85% (high), at the second and third meetings the average creative thinking level of students was 83% (high). At the fourth meeting, the average creative thinking level of students reached 85% (high).

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“…In addition to applying an open-ended learning model, ethnomathematics-based mathematics learning is also seen as effective for improving students' mathematical abilities. Ethnomathematics is a practice of mathematics that is associated with culture (Cimen, 2014;Verner et al, 2019). Ethnomathematics learning will provide direct experience for students by learning culture related to mathematical concepts (Rahayu et al, 2019;Verner et al, 2019;Waziri et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Mathematical Disposition of Students in Open-Ended Learning Based on Ethnomathematics

Ulya

Rahayu

2021

j.of education technology

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Students' low disposition in mathematics causes students to view mathematics as difficult to understand, thus affecting mathematics learning outcomes. Not many students are active because they lack self-confidence, interest in learning mathematics, and curiosity about mathematics. This has an impact on low mathematics learning outcomes. This study aims to test the increase in the mathematical disposition of students who take part in open-ended learning based on ethnomathematics and determine the effect of mathematical disposition on students' mathematical abilities. This quantitative study refers to a one-group pretest-posttest design. Data collection techniques in this study used non-test and test techniques. The instruments used are questionnaires to measure students' mathematical dispositions and test questions to measure students' mathematical abilities. Data analysis techniques used are gain test and regression analysis. The results study indicates that the mathematical disposition of students who participate in open-ended learning based on ethnomathematics increased by 47%, which means that they are in the medium category and mathematical dispositions affect students' mathematical abilities through the application of open-ended questions learning based on ethnomathematics by 57.9%. It is concluded that ethnomathematics-based open-ended learning can improve students' mathematical disposition. This research is that teachers can use open-ended learning based on ethnomathematics to improve students' mathematical dispositions.

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Development of competencies for teaching geometry through an ethnomathematical approach

Cited by 35 publications

References 24 publications

Elemen Etnomatematik dalam Pengajaran dan Pembelajaran: Kajian Literatur Bersistematik

Elemen Etnomatematik dalam Pengajaran dan Pembelajaran: Kajian Literatur Bersistematik

Student Creative Thinking Analysis in Ethnomathematics Based Inquiry Learning on Transformation Materials

Mathematical Disposition of Students in Open-Ended Learning Based on Ethnomathematics

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