Pengaruh Model RME Berbasis Etnomatematika Terhadap Kemampuan Literasi Matematika Siswa Kelas IV SD Gugus 17 Kota Bengkulu

Abstract

This study aims to determine the effect of ethnomatemics based Realistic Mathematics Education models on the mathematical literacy ability of grade IV elementary school students in the 17th city of Bengkulu on flat construction material. This research is a quantitative research. The research method used was quasi-experimental research using the matching only pretest-posttest control group design. The population in this study was the Elementary School Cluster 17 Bengkulu City. The sampling technique uses cluster random sampling. The sample in this study were students of class IV B Elementary School 04 Bengkulu City as an experimental class and students of class IV C Elementary School 11 Bengkulu as a control class. The research instrument used in the form of tests in the form of essay questions provided through pretest and posttest. The instrument used in the study was a test sheet in the form of a breakdown problem for the context of mathematical literacy. Based on the t-test calculation of students' posttest results, there is a tcount of 4.24> ttable of 2.01, so it can be concluded that there is an influence of using ethnomatemics-based Realistic Mathematic Education models on the ability of mathematical literacy in the context components of class IV students in Cluster 17 Bengkulu City

Pelatihan Penyusunan Perangkat Pembelajaran Berbasis Realistic Mathematics Education (Rme) Bagi Guru Di Kecamatan Tehoru Dan Telutih

“…Pembelajaran berbasis RME juga berpengaruh terhadap kemampuan literasi siswa (Witha et al, 2021;Mananggel, 2022). Hasil penelitian (Istiana et al, 2020) menemukan bahwa Pembelajaran berbasis RME dapat meningkatkan kemampuan literasi matematis siswa (Istiana et al, 2020).…”

Exploration of Phinisi Ship Components as a Source for Learning Elementary School Geometry: Ethnomathematics Study

“…Low achievement in learning mathematics is caused by the absence of cultural objects in mathematics classes (Ilono C & J.I, 2013;Mirnawati et al, 2020). The low learning outcomes in mathematics are because mathematics in classrooms is often separated from the culture of students, which should be an important object in learning mathematics (Adam, 2004).…”

“…Culture-based mathematics learning will help students demonstrate consistent mathematical processes when students reason, solve problems, communicate ideas, and choose appropriate representations through the development of everyday math practices. Several studies have shown that integrating culture into learning will improve the ability to think creatively in mathematics (Sariningisih & Kadarisma, 2016), develop critical thinking skills (Martyanti & Suhartini, 2018;Mirnawati et al, 2020), and can increase students ' mathematical understanding (Sarwoedi et al, 2018).…”