Effects of Handep Cooperative Learning Based on Indigenous Knowledge on Mathematical Problem Solving Skill

Abstract

Indigenous people of Dayak tribe in Kalimantan, Indonesia have traditionally relied on a system of mutual cooperation called handep. The cultural context has an influence on students mathematics learning. The handep system might be suitable for modern learning situations to develop mathematical problem-solving skill. The objective of the study was to investigate the effect of handep cooperative learning model compared to problem-based learning model on mathematical problem-solving skill of rational exponent material. The research was conducted through pretest-posttest non-equivalent control group design. The sample of 66 students was selected from the population of 304 students through cluster random sampling. The mathematical problem-solving skill assessed with essay test of the open-ended question had reliability coefficient of 0,71. The students' answers scorings were obtained with the rubric of mathematical problem-solving skill. Data analysis is conducted through ANACOVA. The result presents that the mathematical problem-solving skill of students who learned through handep cooperative learning model is better than problem-based learning. Handep cooperative learning model is suitable to enhance the mathematical problem solving skill of students in Kalimantan-Indonesia cultural context. The teacher should construct the instructional material use metacognition questioning strategy and also be familiar to their students' prior knowledge of mathematics.

Pengaruh Penerapan Model Problem-Based-Learning Berbantuan Computer-Based-Test Terhadap Kemampuan Pemecahan Masalah dan Kemandirian Belajar Matematika

“…Salah satu tolok ukur dari keunggulan tersebut adalah penguasaan atas keterampilan-keterampilan abad 21. Keterampilan tersebut meliputi critical thinking and problem solving; creativity and innovation; communication; dan collaboration atau yang sering dijargonkan dengan 4C (Demitra & Sarjoko, 2018). Pemecahan permasalah menjadi hal mendasar dasar yang harus ditumbuh kembangkan.…”

The Effect of Concrete-Pictorial-Abstract Strategy toward Students' Mathematical Conceptual Understanding and Mathematical Representation on Fractions

“…A t-test was uased to ensure equality. Before applying the t-test, the normality test was analyzed using Kolmogorov-Smirnov technique and their homogeneity using Levene technique (Demitra & Sarjoko, 2018). Meanwhile, in the qualitative phase some students were intentionally chosen to participate in the study.…”

“…Before doing the Manova-test, the variables of the data was tested, the homogeny of variance/covariance matrices of dependent variables, and the correlation between the dependent variables were also examined (Akayuure et al, 2016;Candiasa, 2010). The bivariate normality test was analyzed using correlation using the mahalanobis distance technique (Burdenski Jr, 2000;Demitra & Sarjoko, 2018). Furthermore, the homogeneity test of variance-covariance matrix of dependent variables using Box'M test (Akayuure et al, 2016).…”

The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students’ Problem-Solving and Mathematical Communication Skills

“…However, Lee et al (2014) found that many fourth-grade students had difficulty in solving mathematical problems. Supportively, in Indonesia, Demitra and Sarjoko (2018) and Parwati et al (2018) revealed that mathematical problem-solving skills of primary and secondary school students need to be improved. Students generally learn to solve structured problems related to the subject matter (Johnson et al, 2011;Yu et al, 2014).…”