Ethnomathematics-Based Realistic Mathematics Education Model: Strengthening the Foundation of Understanding Mathematical Concepts
DOI:
https://doi.org/10.56207/iraono.v4i1.19Keywords:
Ethnomathematics, realistic mathematics education model, mathematical concepts, primary studentsAbstract
The problem raised in this research is the lack of understanding of mathematical concepts among students of primary students. The aim of this research is to examine the impact of implementing the ethnomathematics-based realistic mathematics education (RME) model on concept understanding in elementary school students' mathematics learning. This research used a quantitative experimental design and the specific quantitative type used was quasi-experimental design. The samples taken and used in this research were 60 primary students. The research instrument used was an essay test. The data collected were subsequently processed and measured using measurement instruments to analyze the data in this research using statistical tests, namely the independent sample t-test. Based on the results of the t-test, it shows a value of t = 2.400 and Sig. = 0.020 < 0.05. The regression test results show t-count 2.136 > t-table 2.056, which means there is a significant influence between the ethnomathematics-based RME learning model on primary students' understanding of mathematical concepts. Furthermore, based on the final score data, the average value of the experimental class was 85.07 and the control class 73.37. This shows that the use of the RME learning model based on ethnomathematics has an influence on students' understanding of mathematical concepts.References
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