Culture-Based Contextual Learning to Increase Problem-Solving Ability of First Year University Student

Damianus Dao Samo, Darhim Darhim, Bana Kartasasmita

Abstract


Problem-solving ability is a focus of mathematics teaching and learning that is developed today not only at the high school level but also at higher education level. The purpose of this study is to describe the differences increase problem-solving ability among first-year University students who received culture based contextual learning contextual and conventional learning. This research is a quantitative research using quasi-experimental research design. Samples were the first year students of mathematics education department, Nusa Cendana University consists of 58 students who were divided into two groups each of 29 students. The research variables consist of the independent variable, dependent variable, and control variable. Independent variables are culture-based contextual learning and conventional learning. Dependent variable is problem-solving ability. Control variable is the state university entry requirements consists of SBMPTN, SNMPTN, and Mandiri. The results showed there are differences in the average increase of problem-solving ability significantly between students who receive culture based contextual learning and conventional learning. The n-gain average of experiment group is 0.51 or medium category while the average n-gain of the control group is 0.29 or low category. Student categories of SNMPTN and Mandiri have a different significantly whereas students category of SBMPTN between the two group does not different significantly. Recommendation of this study is to increase the mathematical problem-solving ability in analytic geometry can be using contextual learning with integrates cultural aspects to bridge the transition process from elementary mathematics to the advanced mathematics.


Keywords


problem-solving ability, contextual learning, culture based

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