.png)
CULTURE-BASED CONTEXTUAL LEARNING TO INCREASE PROBLEM-SOLVING ABILITY OF FIRST YEAR UNIVERSITY STUDENT
Abstract
The purpose of this study is to show the differences in problem-solving ability between first-year University students who received culture-based contextual learning 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 results showed there are differences in the n-gain average 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 are significantly different whereas students’ category of SBMPTN between the two groups does not differ significantly.
Keywords
Full Text:
PDFReferences
Andaya, O.J.F. (2014). Factors that affect mathematics achievements of students of Philippine Normal University-Isabela Campus. International Refereed Research Journal, 5(4), 83-91.
Angateeah, K. S. (2017). An investigation of students’ difficulties in solving non-routine word problem at lower secondary. International Journal of Learning and Teaching, 3(1), 46-50.
Antar, Y. et al. (2010). Pesan dari Wae Rebo: kelahiran kembali arsitektur nusantara: sebuah pelajaran dari masa lalu untuk masa depan. Jakarta: Gramedia.
Aydo?du, M., & Ayaz, M. F. (2008). The importance of problem-solving in mathematics curriculum. e-Journal of New World Sciences Academy, 3(4), 538-545.
Babalola, I. T. (2015). Relationship between entry qualification and performance in a’level chemistry: a case study of school of basic and remedial studies, Yobe State University, Damaturu, Yobe State. African Educational Research Journal, 3(2), S1-S6.
Buameh, J. A. & Ayagre, P. (2013). The effect of entry grades on academic performance of university accounting students: a case of undergraduates of central university college. Research Journal of Finance and Accounting, 4(7), 198-206.
Cobern, W.W. (1993). Contextual constructivism: The impact of culture on the learning and teaching of science. In K. G. Tobin (editor), The practice of constructivism in science education (pp. 51-69). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
D’Entremont, Y. (2015). Linking mathematics, culture and community. Procedia - Social and Behavioral Sciences, 174 (2015), 2818 – 2824. International Conference on New Horizons in Education, INTE 2014, 25-27 June 2014, Paris, France.
Dela Cruz, J.K.B., & Lapinid, M.R.C. (2014). Students’ difficulties in translating worded problems into mathematical symbols. Paper Presented at the DLSU Research Congress 2014 De La Salle University, Manila, Philippines.
Ezeife, A.N. (2002). Mathematics and culture nexus: the interactions of culture and mathematics in an Aboriginal classroom. International Education Journal, 3(3), 176-187.
Faleye, B.A. (2015). Predictive validity of students’ entry qualifications into mathematics programme in Nigeria’s Osun and Oyo States’ Colleges of Education. Journal of Education and Human Development, 4(4), 209-217.
Halmos, P.R. (1980). The heart of mathematics. The American Mathematical Monthly, 87(7), 519-524.
Ismail, Z. & Rahman, S.N.A. (2017). Learning 2-Dimensional and 3-Dimensional Geometry with Geogebra: Which Would Students Do Better?. International Journal on Emerging Mathematics Education, 1(2), 121-134.
Johnson, B.E. (2002). Contextual teaching and learning: connecting content to context. What it is and why it’s here to stay. California: Corwin Press, Inc., Thousand Oaks.
Jooganah, K., & Williams, J. (2010). The transition to advanced mathematical thinking: socio-cultural and cognitive perspectives. In Joubert, M. and Andrews, P. (Eds.) Proceedings of the British Congress for Mathematics Education April 2010 (113-120) Proceedings of the British Congress for Mathematics Education. England: University of Manchester.
Jupri, A. & Drijvers, P. (2006). Student difficulties in mathematizing word problems in algebra. Eurasia Journal of Mathematics, Science & Technology Education, 12(9), 2481-2502.
Kadir, et. al. (2015). Coastal context in learning mathematics to enhance mathematical problem solving skills of secondary school students. Proceedings of the 14th International Conference on Education and Educational Technology, 15(16), 95-102.
Kapilawi, Y. W. D., Antariksa, & Nugroho, A. M. (2015). Lokalitas struktur konstruksi rumah tradisional Sabu di kampung adat Namata, NTT. Review of Urbanism and Architectural Studies, 13(2), 60-66.
Krulik, S. & Rudnick, J.A. (1988). Reasoning and problem solving: a handbook for elementary school teachers. Boston: Allyn and Bacon, Inc.
Kukwi, I.J. & Amuche, C.I. (2014). Entry qualifications as predictor of students’ final year academic performance in Nasarawa State College of Education Akwanga Nigeria. American International Journal of Research in Humanities, Arts and Social Sciences, 7(1), 38-42.
Lake, R.Ch. (2014). Konsep ruang dalam dan ruang luar arsitektur tradisional Suku Atoni di kampung Tamkesi di Pulau Timor. E-Journal Graduate Unpar Part D-Architecture, 1(2), 61-74.
Leong, Y.H., & Janjaruporn, R. (2015). Teaching of problem solving in school mathematics classrooms. In S.J. Cho (ed.), The Proceedings of the 12th International Congress on Mathematical Education, Seoul, Korea, 8-15 July 2012.
Maharani, H.R., Sukestiyarno, & Waluya, B. (2017). Creative Thinking Process Based on Wallas Model in Solving Mathematics Problem. International Journal on Emerging Mathematics Education, 1(2), 177-184.
National Council of Teachers of Mathematics. (2000). Executive Summary Principles and standards for school mathematics. Reston. VA: Author.
National Council of Teachers of Mathematics. (2010). Why is teaching with problem-solving important to student learning? Reston. VA: Author.
Nguyen, D., & Rebello, N.S. (2009). Physics Education Research Conference. AIP Conference Proceedings, 1179 (1), 221-224. USA: American Institute of Physics.
Nugrahaeni, R. & Suprijanto, I. (2010). Interpretasi makna bangunan tradisional Sonaf di kampung Maslete (bangunan tradisional Atoni, kabupaten Timor Tengah Utara, Propinsi NTT). Seminar Jelajah Arsitektur Nasional ITS, 1-10. Surabaya: Institut Tehnologi 10 November Surabaya
Palinusa, A. L. (2013). Students’ critical mathematical thinking skills and character: Experiments for junior high school students through realistic mathematics education culture-based. Journal on Mathematics Education, 4(1), 75-94.
Polya, G. (1945). How to solve it. New Jersey: Princeton University Press.
Prihandoko, A.C. (2006). Pemahaman dan penyajisan konsep matematika secara benar dan menarik. Jakarta: Direktorat Jenderal Pendidikan Tinggi Departemen Pendidikan Nasional.
Schoenfeld, A.H. (1992). Learning to think mathematically: problem-solving, metacognition, and sense-making in mathematics. New York: MacMillan.
Sudiarta, I.G.P. (2013). Pengaruh model pembelajaran IKRAR berorientasi kearifan lokal dan kecerdasan logis matematis terhadap kemampuan pemecahan masalah matematika, (Online). (http://fmipa.um.ac.id/index.php/component/attachments/download/154.html). Retrieved on August 17, 2016
Suwito, A. & Trapsilasiwi, D. (2015). Pengembangan model pembelajaran matematika SMP Kelas VII berbasis kehidupan masyarakat Jawara (Jawa dan Madura) di kabupaten Jember. Jurnal Ilmiah Pendidikan Matematika (JIPM), 4(2), 1-9.
Syamsuri, Purwanto, Subanji, & Irawati, S. (2017). Using APOS Theory Framework: Why Did Students Unable To Construct a Formal Proof?. International Journal on Emerging Mathematics Education, 1(2), 135-146.
Tambychika, T. & Meerahb, T.S.M. (2010). Students’ difficulties in mathematics problem-solving: what do they say?. Procedia Social and Behavioral Sciences 8 (2010), 142-151. International Conference on Mathematics Education Research 2010 (ICMER 2010), Malaysia.
Tandililing, E. (2013). Pengembangan pembelajaran matematika sekolah dengan pendekatan etnomatematika berbasis budaya lokal sebagai upaya untuk meningkatkan kualitas pembelajaran matematika di sekolah. Paper presented in Seminar Nasional Matematika dan Pendidikan Matematika dengan tema ”Penguatan Peran Matematika dan Pendidikan Matematika untuk Indonesia yang Lebih Baik" on November 9, 2013 at Mathematics Education Department, Universitas Negeri Yogyakarta.
Tandiseru, S.S. (2015). The effectiveness of local culture-based mathematical heuristic-kr learning towards enhancing student's creative thinking skill. Journal of Education and Practice, 6(12), 74-81.
Yusof, R. & Tamat, H. (2015). The effect of entry qualification on the academic performance of university diploma students: a comparative study between sijil pelajaran malaysia or malaysian examination certificate (GCE O level equivalence) and certificate entry qualification. Proceedings of SOCIOINT15- 2nd International Conference on Education, Social Sciences and Humanities, 8th, 9th and 10th of June, 2015 - Istanbul (Turkey).
DOI: https://doi.org/10.22342/jme.9.1.4125.81-94
Refbacks
- There are currently no refbacks.
Kampus FKIP Bukit Besar
Jl. Srijaya Negara, Bukit Besar
Palembang - 30139
p-ISSN: 2087-8885 | e-ISSN: 2407-0610
Journal on Mathematics Education (JME) is licensed under a Creative Commons Attribution 4.0 International License.
View My Stats