IMPROVING MATHEMATICAL LITERACY SKILLS THROUGH PROBLEM-BASED LEARNING BASED ON ETHNOMATHEMATICS OF TAMAN SARI ARTIFACTS: A CLASS ACTION STUDY
Keywords:
ethnomathematics, mathematical literacy, problem-based learning modelAbstract
Abstract: The study aims to improve students' mathematical literacy through the application of problem-based learning model based on ethnomathematics of Taman Sari artifacts in class VIII C MTsN 9 Bantul in the 2024/2025 academic year. This research is a classroom 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 qualitative descriptive analysis techniques. Data validation using method triangulation techniques. The results showed that there was an increase in mathematical literacy of VIII C MTsN 9 Bantul students in the 2024/2025 academic year through the application of a problem-based learning model based on ethnomathematics of Taman Sari artifacts. In the formulate indicator (formulating problems) the pretest results with a percentage of 43.11% increased to 61.55% in cycle I and to 74.14% in cycle II. In the employ indicator (applying concepts) the pretest results with a percentage of 39.22% rose to 58.11% in cycle I and to 70.69% in cycle II. In the interpret indicator (interpret and evaluate) the pretest results with a percentage of 31.72% rose to 40.34% in cycle I and to 56.37% in cycle II. Based on these results, it can be concluded that there is an increase in students' mathematical literacy in mathematics lessons, especially on the material of the pythagorean theorem through the application of a problem-based learning model based on ethnomathematics of Taman Sari artifacts.
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