Mathematical Literacy in Setting Model Eliciting Activities Nuanced Ethnomathematics

Abstract

Mathematical literacy in the era of disruption is one of the main demands for students in developing new literacy. Mathematical literacy as the capacity of individuals to formulate, apply, and interpret mathematics in various contexts. In this case, it will be easier for students if mathematics learning is bridged between mathematics in daily life based on local culture and school mathematics. Local culture taken as a problem sheet are objects that are in Malaka District, NTT. Model eliciting activities (MEAs) are one of the solutions in developing collaboration capabilities, building connection capabilities between mathematics and real life. The purpose of this study was to find out the MEAs learning with ethno-mathematical power is better than DL learning. This research is quantitative research. Data collection methods in this study were observation, tests, documentation and literature studies. Analysis of the data used was the proportion test and independent t test. The researcher chose the class used by random sampling obtained by class VIII G as the experimental class that received MEAs learning with an ethnomatematics nuance consisting of 32 students and class VIII B as a control class that received Discovery Learning (DL) learning consisting of 32 students. The results showed that the mathematical literacy skills of students who received MEAs learning with ethnomatematic nuances were completed individually and classically, this was indicated by the value of and ( ) , where H0 is rejected. The average and proportion of mathematics literacy abilities of the experimental class students with an average of 78.38 is better than the control class of 71.38. Starting from the perspective of ethnomatematics, literacy is best understood as the integration of schools and cultural contexts through