(Department of Mathematics Education, Universitas PGRI Argopuro, Jember, Jawa Timur, 68121, Indonesia)
(2) * Aswar Anas
(Department of Mathematics Education, Universitas PGRI Argopuro, Jember, Jawa Timur, 68121, Indonesia)(3) Dimas Anditha Cahyo Sujiwo
(Department of Mathematics Education, Universitas PGRI Argopuro, Jember, Jawa Timur, 68121, Indonesia)*Corresponding author
AbstractThis study aims to analyze the effect of the ethnomathematics-based Problem Based Learning (PBL) learning model on students' mathematics learning outcomes in terms of learning styles. The study used a quantitative approach with a quasi-experimental design. The subjects were 60 seventh-grade students of MTs Negeri 10 Jember who were divided into two groups, namely the experimental class and the control class. The experimental class received learning using the ethnomathematics-based PBL model, while the control class received conventional learning. The research instruments included a learning outcome test and a learning style questionnaire. Data analysis was carried out using a t-test (independent sample t-test) to determine differences in learning outcomes between the two groups. The results of the normality test showed that the data were normally distributed (p > 0.05), and the homogeneity test showed that the data variance was homogeneous (p > 0.05). The results of the t-test showed that there was a significant difference between the experimental class and the control class (p = 0.000 < 0.05). The average learning outcomes of students in the experimental class were higher. It can be concluded that the ethnomathematics-based PBL model is effective in improving mathematics learning outcomes, especially for students with a visual learning style.
KeywordsEthnomathematics; Learning Styles; Learning Outcomes; Problem-Based Learning
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DOIhttps://doi.org/10.33122/ejeset.v6i2.969 |
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