Effect of Project-Based Learning with an Ethnomathematics Approach on Junior High School Students’ Mathematical Problem-Solving Ability
https://doi.org/10.51574/kognitif.v6i3.5607
Keywords:
Ethnomathematics, Mathematics Education, Mathematical Problem-Solving Ability, Project-Based Learning, Quasi-Experimental DesignAbstract
Mathematical problem-solving is essential, yet instruction often emphasizes rote learning and fails to connect mathematics to real-life contexts; Project-Based Learning (PjBL) with an ethnomathematics approach may bridge this gap, though evidence at the junior high school level remains limited. This study examines whether PjBL with an ethnomathematics approach improves students’ mathematical problem-solving ability compared to direct instruction and whether students achieve the mastery criterion. A quasi-experimental nonequivalent pretest-posttest control group design was used. Random sampling assigned class VIII-2 as the experimental group and VIII-6 as the control. Data were analyzed using normality, homogeneity, t-tests, and N-gain. The experimental group’s mean post-test score (78.00) was significantly higher than the control group’s (68.26) and exceeded the mastery criterion of 75, although only 20 of 30 students reached it. The N-gain score was 0.53, indicating moderate improvement. In conclusion, PjBL with an ethnomathematics approach shows potential but yields moderate and uneven benefits. Cultural contexts should function as sources of mathematical problems within project stages, with teacher support at the stages of understanding problems, designing strategies, and reflecting on solutions. Future research should test this integration in diverse settings with longer interventions.
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