The Relationship Between Musical Intelligence and the Enhancement of Mathematical Connection Ability Using Ethnomathematics and the Mozart Effect

Abstract

The background of this study is mathematics learning outcomes of junior high school students in agricultural areas are still low because they are less motivated to learn mathematics, so that is has an impact on their low learning outcomes. This study aims to find the relationship between musical intelligence and the enhancement of mathematical connection ability by applying Ethnomathematics and the Mozart Effect for increasing students’ motivation to learn mathematics. This study used a quasi-experimental non-equivalent control group design in grade 7 students at SMPN Bojongsoang 1, Kabupaten Bandung. The instruments used were the test of mathematical connection ability, musical intelligence questionnaire, and observation sheets. The results showed that: (1) there were differences in mathematical connection ability of students who received Ethnomathematics and the Mozart Effect learning with students who received direct learning; (2) musical intelligence has a positive impact on the enhancement of students' mathematical connection ability; and (3) students have a positive attitude towards learning with application of Ethnomathematics and the Mozart Effect, and more motivated to learn mathematics. The conclusion of this study is that there is a relationship between musical intelligence and the enhancement of mathematical connection ability, and students are more motivated to learn mathematics. Implication of this research for future research and learning practice is that students' mathematical connection ability can be explored and improved in various ways, one of which is by applying Ethnomathematics and the Mozart Effect in mathematics learning, and can be influenced by many things, one of them is musical intelligence. Therefore, in future research, it would be recommended to study the relationship between musical intelligence and the enhancement of other mathematical abilities using Ethnomathematics and the Mozart Effect.

Thematic ethno-based learning math skills in ethnomathematics-based learning

“…Based on the identification and analysis of articles that have been studied, the use of an ethnomathematics-based learning approach can improve students' mathematical abilities. The results of the analysis show that ethnomathematics-based learning can improve mathematical understanding abilities (Nugraha et al, 2020), problem solving abilities (Nur et al, 2020), creative thinking abilities (Richardo et al, 2023), high-level thinking abilities (Gembong et al, 2022), and mathematical connection abilities (Kusuma & Dwipriyoko, 2021).…”

Combination of Ethnomathematics and the Mozart Effect to Improve Problem-Solving Skills and Mathematical Disposition

“…[24], [25]. Ethnomathematics is also the knowledge of how to teach mathematical concepts in the context of local culture and the characteristics of the students [26]. Ethnomathematics is a learning approach that provides opportunities for students to explore their culture, which contains mathematical concepts and ideas [27].…”

“…The success of the mathematics learning process is supported by several factors, including the interest of students in learning. Students' interest will arise if the teacher can create a comfortable learning atmosphere that does not make students feel tense, anxious, or depressed [26]. One effort that can be made is to implement music into learning mathematics.…”

“…The type of classical music that can increase one's intelligence is Mozart's music (better known as the Mozart effect) [36]. Mozart's music can make students feel calm, and composition of the tones in Mozart's music can stimulate the performance of the forebrain in humans and have a positive impact on reasoning so that students' mathematical abilities can be explored and developed so that they can achieve better learning outcomes [26].…”

Hybrid Learning dalam Perkuliahan Matematika Kimia 1

“…Statistika depkriptif tes matematika kimia 1 tersaji pada Tabel 1 di bawah ini. Berdasarkan Tabel 1, terlihat bahwa rerata yang dicapai oleh mahasiswa termasuk kategori rendah (Kusuma & Dwipriyoko, 2021). Rendahnya skor yang dicapai mahasiswa dapat disebabkan oleh beberapa faktor (Ardilla & Hartanto, 2017), diantaranya: i) kurangnya minat untuk belajar, ii) kurang konsentrasi selama proses pembelajaran berlangsung, iii) rendahnya pemahaman peserta didik terhadap materi yang diajarkan, serta iv) kurangnya kedisiplinan peserta didik.…”