Ethnomathematics-Integrated process learning exploration to build math connections

Le résumé fourni par la source

This research examines how integrating ethnomathematics strengthens real-world mathematical connections. Linking math to local culture helps students understand and apply concepts in daily life. This study used qualitative and quantitative methods to examine the impact of ethnomathematics integration on students’ mathematical connections. With a One-Group Pretest-Posttest design, this study involved seventh-grade junior high school students in South Sulawesi. The pretest measured initial skills, while the posttest assessed improvements after ethnomathematics based learning. The research instruments included tests, observations, and questionnaires. The test evaluated mathematical connection skills before and after the intervention, observations ensured the appropriateness of the learning, and the questionnaire captured students’ responses. Teachers connected mathematical concepts with local culture in the learning process, such as weaving patterns and traditional measurements. Students explored these relationships through exercises and problem-solving and reflected on their applications. The pretest and posttest results were compared to assess the effectiveness of the learning, supported by observation and questionnaire analysis. The research findings show that students’ understanding of mathematical concepts and skills is still not optimal when applied in real situations. This indicates a gap between conceptual knowledge and practical application in everyday life. To bridge this gap, a deeper integration of ethnomathematics is recommended. By connecting abstract mathematical concepts with local culture and students’ everyday experiences, this approach increases the relevance of learning and strengthens the connection between mathematical theory and practice.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.