APPLICATION OF PROBLEM-BASED LEARNING BASED ON ETHNOMATHEMATICS CANDI IJO TO IMPROVE MATHEMATICS LEARNING OUTCOMES ON FLAT BUILDINGS MATERIAL STUDENTS OF MTSN 9 BANTUL
DOI:
https://doi.org/10.17501/24246700.2025.11205Keywords:
ethnomathematics, problem-based learning model, learning outcomesAbstract
The application of ethnomathematics-based problem-based learning model has been found to improve student engagement and mathematics learning outcomes. The study aims to improve students' mathematics learning outcomes through the application of problem-based learning model based on ethnomathematics of candi ijo in class VIII C MTsN 9 Bantul in the 2024/2025 academic year. This research is a class action research conducted in 2 cycles. Each cycle consists of planning, action, observation, and reflection. The research subjects were 30 students of class VIII C MTsN 9 Bantul in the 2024/2025 academic year. Research data were obtained through tests, interviews, and documentation. Data analysis used descriptive qualitative analysis techniques. Data validation using method triangulation techniques. The results showed that there was an increase in the learning outcomes of VIII C MTsN 9 Bantul students in the 2024/2025 academic year through the application of the problem-based learning model based on candi ijo ethnomathematics. The increase in learning outcomes is indicated by the increase in the average percentage achievement of math learning outcomes from 65.74% in the pre-cycle to 73.25% in cycle 1, further increasing to 80.15% in cycle 2. Based on these results, it can be concluded that there is an increase in student learning outcomes in mathematics, especially in flat building material through the application of the problem-based learning model based on candi ijo ethnomathematics.
References
Agusdianita, N., Supriatna, I., & Yusnia, Y. (2023). Model Pembelajaran Problem Based-Learning (PBL) Berbasis Etnomatematika dalam Meningkatkan Hasil Belajar Mahasiswa. Social, Humanities, and Educational Studies (SHES): Conference Series, 6(3).
Aminah, S., & Syamsuri, S. (2022). Exploration of Jepara Carving Ethnomatics and Its Implementation in Geometry Learning Junior High School. Journal of Education and Learning Mathematics Research (JELMaR), 3(2), 127–138.
Apriatni, S., Syamsuri, S., Nindiasari, H., & Sukirwan, S. (2022). The influence of ethnomathematics based learning on mathematics problem-solving ability: A meta-analysis. Jurnal Pendidikan Matematika (JUPITEK), 5(1), 23–33.
Bintoro, H. S., Aulya, R., & Wanabuliandari, S. (2024). The Problem-Based Learning Model Assisted with the Ethlaf Application Contains Ethnomathematics to Improve Students’ Conceptual Understanding Capability. Journal of Education Research and Evaluation, 8(1), 163–172.
Chozaipah, C. (2018). Peran dan Partisipasi Siswa dalam Pembelajaran terhadap Prestasi Belajar Akuntansi di SMKN 1 Dumai Provinsi Riau. Serambi PTK, 5(1), 60–65.
De Souza, A. N., & Teixeira, V. R. L. (2021). A Importância da Matemática no Desenvolvimento da Criança na Educação Infantil/The Importance of Mathematics in Child Development in Early Childhood Education. ID on Line. Revista de Psicologia, 15(57), 816–827.
Fouze, A. Q., & Amit, M. (2023). The importance of ethnomathematics education. Creative Education, 14(4), 729–740.
Harding, J. L. (2021). Ethnomathematics affirmed through cognitive mathematics and academic achievement: quality mathematics teaching and learning benefits. Handbook of Cognitive Mathematics, 1–30.
Hidayat, M. T., Suryadi, S., Latifannisa, N., Sari, S. N., & Rino, R. (2025). Evolution of The Education Curriculum in Indonesia. Journal of Innovation in Educational and Cultural Research, 6(2), 381–395.
Hikmah, A. F., Faiziyah, N., & Ishartono, N. (2024). Implementation of etnomathematics-oriented problem-based learning to improve student activities and learning outcomes. AIP Conference Proceedings, 2926(1).
Imam, F., & Nugroho, S. E. (2020). The effectiveness of problem based learning (PBL) model with ethnomatematics to improve mathematics literation ability of high school students. Journal of Physics: Conference Series, 1567(2), 22086.
Kurino, Y. D., & Herman, T. (2023). Improving the Mathematical Understanding of Elementary School Students Through Problem-Based Learning and an Ethnomathematical Perspective. 4th International Conference on Progressive Education 2022 (ICOPE 2022), 420–425.
Maharani, L. A., & Waluya, S. B. (2024). Systematic Literature Review: Implementation of a Problem-Based Learning Model with Ethnomathematics Nuances in Improving Students’ Mathematical Problem Solving Ability. Jurnal Pendidikan Matematika, 1(2), 13.
Mania, S., & Alam, S. (2021). Teachers’ Perception toward the Use of Ethnomathematics Approach in Teaching Math. International Journal of Education in Mathematics, Science and Technology, 9(2), 282–298.
Mukwambo, M., Zulu, A., & Kayangula, M. (2023). Exploring numeracy teaching and learning by using ethnomathematics. International Journal on Teaching and Learning Mathematics, 6(2), 63–72.
Patmara, R., Wahyudin, A., & Susilaningsih, E. (2019). Implementation of Problem-Based Learning Model with Ethnomathematics Nuance Towards Studentsâ€TM Problem-Solving Ability and Mathematics Anxiety. Journal of Primary Education, 8(5), 188–196.
Perdana, D. C., & Isrokatun, I. (2019). Problem-based learning and ethnomathematics on mathematical understanding. Journal of Physics: Conference Series, 1318(1), 12134.
Permana, N. (2023). Improving Students Mathematics Learning Outcomes Through Sundanese Ethnomathematics: A Systematic Literature Review. AB-JME: Al-Bahjah Journal of Mathematics Education, 1(1), 11–21.
Pumwa, J., & Mohamed, A. (2020). Importance of Mathematics in Developing Science, Technology and Engineering Education in Papua New Guinea. Solid State Technology, 63(5), 102–108.
Purwanti, D., Zaenuri, Z., & Asikin, M. (2019). Problem solving ability in the learning model of problem-based learning based on ethnomathematics. Journal of Primary Education, 8(7), 113–120.
Sari, N., Saragih, S., Napitupulu, E. E., Rakiyah, S., Sari, D. N., Sirait, S., & Anim, A. (2023). Applying ethnomathematics in learning mathematics for middle school students. Acta Scientiae, 25(5), 250–274.
Shahbari, J. A., & Daher, W. (2020). Learning congruent triangles through ethnomathematics: The case of students with difficulties in mathematics. Applied Sciences, 10(14), 4950.
Sudrajat, S., Winarto, A., & Wicaksono, B. (2023). Ethnomathematics of Kalimantan Batik in field Geometry learning in elementary school. International Journal of Trends in Mathematics Education Research, 6(1), 26–32.
Sugiyanti, S. (2024). Penerapan Problem Based Learning untuk meningkatkan hasil belajar matematika. Adi Karsa: Jurnal Teknologi Komunikasi Pendidikan, 15(2), 100–105.
Suryawan, I. P. P. (2018). Integrating ethnomathematics into open-ended problem based teaching materials. Journal of Physics: Conference Series, 1040(1), 12033.
Syahnia, S. M., Haenilah, E. Y., Perdana, R., & Caswita, C. (2024). Ethnomathematics-based Problem Based Learning (PBL) Model to Increase Students’ Critical Thinking in Mathematics Learning. Lectura: Jurnal Pendidikan, 15(2), 571–581.
Verner, I., Massarwe, K., & Bshouty, D. (2019). Development of competencies for teaching geometry through an ethnomathematical approach. The Journal of Mathematical Behavior, 56, 100708.
Widana, I. W., & Diartiani, P. A. (2021). Model pembelajaran problem based learning berbasis etnomatematika untuk meningkatkan aktivitas dan hasil belajar matematika. Emasains: Jurnal Edukasi Matematika Dan Sains, 10(1), 88–98.
Widiati, I., & Juandi, D. (2019). Philosophy of mathematics education for sustainable development. Journal of Physics: Conference Series, 1157(2), 22128.
Wijaya, A., Retnawati, H., Setyaningrum, W., & Aoyama, K. (2019). Diagnosing Students’ Learning Difficulties in the Eyes of Indonesian Mathematics Teachers. Journal on Mathematics Education, 10(3), 357–364.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Dika Dwi Meilina; Agus Maman Abadi
This work is licensed under a Creative Commons Attribution 4.0 International License.
