Contextual Learning Model Integrating Ethnomathematics to Improve Junior High School Students’ Mathematics Learning Outcomes

Source abstract

ABSTRACTThis study aims to improve mathematics learning outcomes through contextual learning with ethnomathematics content by utilizing traditional Indonesian food in discussions of flat shapes. The classroom action research was conducted in two cycles involving 18 eighth-grade students of SMP Islam Pakisaji, Malang Regency. Each cycle included planning, action implementation, observation, and reflection. Data were collected through learning outcome tests, observations of teacher and student activities, and student response questionnaires, then analyzed descriptively. The results showed an increase in the average score from 66.67 in the pretest to 75.55 in cycle I and 83.11 in cycle II. Classical completeness increased from 38.89% to 55.56% and 88.89%. Teacher activity increased from 80.56% to 83.33%, while student activity increased from 74.72% to 82.63%. Student responses were classified as very high. These findings indicate that contextual learning with ethnomathematics content has the potential to improve mathematics learning outcomes through the integration of cultural contexts.