Abstract
The ability to solve problems is a basic ability which is one of the goals of learning mathematics. Contextual Teaching and Learning (CTL) based on ethnomathematics can be a solution to improve students' mathematical problem solving abilities with a cultural approach around students. This study aims to determine the effectiveness of the application of ethnomathematical-based CTL model on the mathematical problem solving abilities of class VIII students of SMP N 1 Bambanglipuro. This research is a quantitative research with a quasi-experimental type. The design of this research is non-equivalent control group design. The population in this study were all eighth grade students of SMP N 1 Bambanglipuro for the 2020/2021 academic year. Purposive sampling technique used to select class VIII A as the control class, conducted 24 students, and class VIII C as the experimental class, conducted 24 students. The instrument used to determine the level of student problem solving is in the form of Prisma essay test material. The data analysis technique used is the average difference test using the t-test. The results showed that the average mathematical problem solving of students with the ethnomathematics-based CTL model was more than the average mathematical problem solving of students with conventional learning. Thus it can be said that the application of ethnomathematical-based CTL is effective in solving students' mathematical problems.
References
Abdullah, A. A. (2016). Peran guru dalam mentransformasi pembelajaran matematika berbasis budaya. Prosiding Seminar Matematika Dan Pendidikan Matematika, 640–652. Retrieved from https://jurnal.fkip.uns.ac.id/index.php/snmpm/article/view/10895/
Abdullah, A. A., & Rahmawati, A. Y. (2021). Eksplorasi etnomatematika pada batik kayu krebet Bantul. UNION: Jurnal Pendidikan Matematika, 9(2), 163–172. https://doi.org/10.30738/union.v9i2.9531
Agnesti, Y., & Amelia, R. (2020). Analisis kesalahan siswa kelas VIII SMP di Kabupaten Bandung Barat dalam menyelesaikan soal cerita pada materi perbandingan ditinjau dari gender. Jurnal Cendekia: Jurnal Pendidikan Matematika, 4(1), 151–162. https://doi.org/10.31004/cendekia.v4i1.186
Bakhrodin, Istiqomah, U., & Abdullah, A. A. (2019). Identifikasi etnomatematika pada masjid mataram kotagede Yogyakarta. Soulmath;Jurnal Ilmiah Edukasi Matematika, 7(2), 113–124. https://doi.org/10.25139/smj.v7i2.1921
Dinnullah, R. N. I., Noni, E., & Sumadji, S. (2019). Analisis Kesalahan Siswa pada Penyelesaian Soal Cerita Berdasarkan Tahapan Newman. Jurnal Tadris Matematika, 2(2), 175–184. https://doi.org/10.21274/jtm.2019.2.2.175-184
Hidayati, N., Rahmawati, A. Y., Khomah, I., & Abdullah, A. A. (2020). Identifikasi etnomatsains pada tradisi gunungan di kraton Yogyakarta. PENDIPA: Jurnal Pendidikan Sains, 4(3), 52–59. https://doi.org/10.33369/pendipa.4.3.52-59
Hutagaol, K. (2013). Pembelajaran kontekstual untuk meningkatkan kemampuan representasi matematis siswa Sekolah Menengah Pertama. Infinity Journal, 2(1), 85–99. https://doi.org/10.22460/infinity.v2i1.27
Kulsum, V. S., & Subarjah, H. (2016). Pendekatan contextual teaching and learning untuk meningkatkan kemampuan pemecahan masalah matematis dan motivasi belajar siswa. Jurnal Pena Ilmiah, 1(1), 411–420. https://doi.org/10.17509/jpi.v1i1.3048
Laili, H. (2016). Pengaruh model pembelajaran contextual teaching and learning (CTL) dalam meningkatkan kemampuan pemecahan masalah matematika siswa MTs Nurul Hakim Kediri ditinjau dari segi gender. Palapa: Jurnal Studi Keislaman Dan Ilmu Pendidikan, 4(2), 34–52. https://doi.org/10.36088/palapa.v4i2.22
Mamartohiroh, S., Muhandaz, R., & Revita, R. (2020). Pengaruh model contextual teaching and learning terhadap kemampuan pemecahan masalah matematis berdasarkan kemandirian belajar siswa SMP/MTs. Tarbawi: Jurnal Ilmu Pendidikan, 16(1), 46–58. https://doi.org/10.32939/tarbawi.v16i01.524
Maryati, I. (2016). Upaya meningkatkan kemampuan pemecahan masalah matematik siswa Sekolah Menengah Pertama melalui pembelajaran kontekstual. Mosharafa: Jurnal Pendidikan Matematika, 5(1), 1–9. Retrieved from https://journal.institutpendidikan.ac.id/index.php/mosharafa/article/view/mv5n1_1
NCTM. (2020). Principles and standars for school mathematics. In NCTM. Reston, VA: Reston, VA NCTM. https://doi.org/10.5951/at.29.5.0059
Nurhadi, & Senduk, A. G. (2003). Pembelajaran kontekstual (contextual teaching and learning/CTL) dan penerapannya dalam KBK. Malang: Universitas Negeri Malang Press.
Nurhana, F., & Abdullah, A. A. (2021). Effectiveness of contextual teaching and learning on the ability to mathematical relational understanding in Junior High School. Eduma: Mathematics Education Learning and Teaching, 10(2), 198–205. https://doi.org/10.24235/eduma.v10i2.9087
Richardo, R. (2017). Peran ethnomatematika dalam penerapan pembelajaran matematika pada kurikulum 2013. LITERASI (Jurnal Ilmu Pendidikan), 7(2), 118–125. https://doi.org/10.21927/literasi.2016.7(2).118-125
Richardo, R. (2020). Pembelajaran matematika melalui konteks Islam nusantara: Sebuah kajian etnomatematika di Indonesia. Jurnal Pendidikan Matematika (Kudus), 3(1), 73–82. https://doi.org/10.21043/jpm.v3i1.6998
Rosikhoh, D., & Abdussakir, A. (2020). Pembelajaran pola bilangan melalui permainan tradisional nasi goreng kecap. Jurnal Tadris Matematika, 3(1), 43–54. https://doi.org/10.21274/jtm.2020.3.1.43-54
Safitri, P. T., Yasintasari, E., Putri, S. A., & Hasanah, U. (2020). Analisis kemampuan metakognisi siswa dalam memecahkan masalah matematika model PISA. Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 4(1), 11–21. https://doi.org/10.31331/medivesveteran.v4i1.941
Saparudin, A., & Pabolo, M. (2017). Pengaruh penerapan pendekatan kontekstual berbasis budaya lokal terhadap kemampuan pemecahan masalah matematika. Jurnal Pendidikan Progresif, 7(1), 1–12. https://doi.org/10.23960/jpp.v7.i1.201701
Shanti, W. N., Sholihah, D. A., & Abdullah, A. A. (2018). Meningkatkan kemampuan berpikir kritis melalui CTL. Jurnal Pembelajaran Matematika, 5(1), 98–110. Retrieved from https://jurnal.uns.ac.id/jpm/article/view/26034
Sholihah, U. (2016). Metacognition students in problem solving. Proceeding of 3rd International Conference on Research, Implementanion and Education of Mathematics and Science, (May), 253–256.
Triyani, V., Widyatiningtyas, R., & Irmawan. (2019). Upaya meningkatkan kemampuan pemecahan masalah matematis siswa melalui contextual teaching and learning (CTL). Intermathzo, 4(2), 116–122. Retrieved from http://jurnal.fkip.unla.ac.id/index.php/intermathzo/article/view/303
Yuwono, T., Supanggih, M., & Ferdiani, R. D. (2018). Analisis kemampuan pemecahan masalah matematika dalam menyelesaikan soal cerita berdasarkan prosedur Polya. Jurnal Tadris Matematika, 1(2), 137–144. https://doi.org/10.21274/jtm.2018.1.2.137-144
Zuhri, M. S., & Purwosetiyono, F. D. (2019). Profil kemampuan penalaran matematis dalam pemecahan masalah pada mahasiswa calon guru matematika. JIPMat (Jurnal Ilmiah Pendidikan Matematika), 4(1), 38 – 43. https://doi.org/10.26877/jipmat.v4i1.3548
Zuliyanti, P., & Pujiastuti, H. (2020). Model contextual teaching learning (CTL) untuk meningkatkan kemampuan pemecahan masalah matematis siswa SMP. Prisma, 9(1), 98–107. https://doi.org/10.35194/jp.v9i1.899
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.