Impact of Ethnomathematics-Based Learning on Mbojo Students’ Mathematical Communication Skills in Indonesia

Mariamah Mariamah

doi:10.33394/j-ps.v14i2.19875

Authors

Mariamah Mariamah STKIP Taman Siswa Bima

DOI:

https://doi.org/10.33394/j-ps.v14i2.19875

Keywords:

Ethnomathematics, Mathematical Communication, Elementary School Students

Abstract

Mathematical communication skills are essential for students to express ideas and mathematical reasoning effectively. However, students’ mathematical communication skills remain low. This study aims to examine the effect of ethnomathematics-based learning on students’ mathematical communication skills. This research employed a quasi-experimental method using a one-group posttest-only design. The population consisted of 15 fourth-grade students, all of whom were selected as the sample. The instrument used was a test to measure mathematical communication skills. Data were analyzed using a one-sample t-test with a benchmark value of 70 based on the Minimum Mastery Criteria. The results showed that the calculated t-value was 2.822, which is higher than the t-table value of 1.76131 at a 5% significance level (df = 14). This indicates that students’ mathematical communication skills are significantly higher than the benchmark. Therefore, ethnomathematics-based learning has a positive effect on students’ mathematical communication skills.

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