Mathematical Reasoning Ability of Junior High School Students Through Problem Based Learning Model with Ethnomathematical Nuance

Abstract

The use of ethnomathematics which is part of learning with a contextual approach is expected to maximize students' mathematical reasoning abilities. Knowing the increase in students' mathematical reasoning abilities who are taught using the PBL model with ethnomathematical nuances is the purpose of this study. Through experimental research and pre-test-post-test control group design, the instrument used is a mathematical reasoning ability test. A T-test was performed to analyze the data. It was found that there was an increase in mathematical reasoning ability that was better in the experimental class than the control class based on the average N-Gain value of the experimental class of 0.54 with moderate criteria but 0.24 for the control class with low criteria. Based on the results of hypothesis testing, H1 was accepted, namely the increase in the mathematical reasoning ability of students who received learning with an ethnomathematical PBL model better than students who received conventional learning. kemampuan penalaran matematis siswa. Mengetahui peningkatan kemampuan penalaran matematis siswa yang diajarkan menggunakan model PBL bernuansa etnomatematika merupakan tujuan penelitian ini. Melalui penelitian eksperimen dan desain control group pre-test-post-test, instrumen yang digunakan yaitu tes kemampuan penalaran matematis. Uji-t dilakukan untuk menganalisis data. Diperoleh bahwa terjadi peningkatan kemampuan penalaran matematis yang lebih baik pada kelas eksperimen dibandingkan kelas kontrol berdasarkan nilai rata-rata N-Gain kelas eksperimen 0,54 dengan kriteria sedang tetapi kelas kontrol 0,24 dengan kriteria rendah. Berdasarkan hasil pengujian hipotesis, H1 diterima yaitu peningkatan kemampuan penalaran matematis siswa yang mendapat pembelajaran dengan model PBL bernuansa etnomatematika lebih baik dari siswa yang mendapat pembelajaran konvensional.