an Implementation of Ethno-STEM to Enhance Conceptual Understanding

Marufi Marufi, Muhammad Ilyas, Winahyu Winahyu, Muhammad ikram

Abstract


The Ethnomathematics-based STEM (Ethno-STEM) approach is currently one of the topics that receive attention to improve students' conceptual understanding. This study aimed to investigate the effect of the Ethno-STEM approach on students’ conceptual understanding. This study utilized quantitative data with a quasi-experiment. One class was chosen through a simple random sampling technique. The instruments used were conceptual understanding tests and an observation sheet of learning implementation. The data analysis techniques used were descriptive and inferential analysis, as well as the criteria of effect in instruction. Key findings point towards the importance of building an Ethno-STEAM approach that supports the conceptual understandings. Identification of critical elements of the teachers’ supports led to recommendations for teacher preparation for mathematical learning. We see the study as having value for research and practice by raising a new approach related to Ethno-STEAM and demonstrating the need for the development of theory to explain the relationships identified by this study.

 

Key Words: 


Keywords


Conceptual understanding; Ethnomathematics; STEM.

Full Text:

PDF

References


Ambrosio, B. D., Frankenstein, M., & Barnes, D. (2013). Positioning Oneself in Mathematics Education Research. Journal for Research in Mathematics Education, 44(1), 11.

Aminingsih, A., & Izzati, N. (2020). Pengembangan Modul Pembelajaran Berbasis Stem Pada Materi Himpunan Kelas Vii Smp. Lentera Sriwijaya : Jurnal Ilmiah Pendidikan Matematika, 2(1), 67–76.

Betty Heryuriani, & Musdayati. (2020). Pembelajaran Materi Aritmetika Sosial Dengan Pendekatan STEM. Inomatika, 2(2), 55–68.

Cangelosi, R., Madrid, S., Cooper, S., Olson, J., & Hartter, B. (2013). The negative sign and exponential expressions: Unveiling students’ persistent errors and misconceptions. Journal of Mathematical Behavior, 32(1), 69–82.

Chang, B. L., Cromley, J. G., & Tran, N. (2016). Coordinating Multiple Representations in a Reform Calculus Textbook. International Journal of Science and Mathematics Education, 14(8), 1475–1497.

Elia, I. (2020). Word problem solving and pictorial representations: insights from an exploratory study in kindergarten. ZDM - Mathematics Education, 52(1), 17–31.

Farmer, S. A., Tank, K. M., & Moore, T. J. (2015). Using STEM to Reinforce Measurement Skills. Teaching Children Mathematics, 22(3), 196–199.

Fujita, T., Kondo, Y., Kumakura, H., & Kunimune, S. (2017). Students ’ geometric thinking with cube representations : Assessment framework and empirical evidence. Journal of Mathematical Behavior, 46, 96–111. https://doi.org/10.1016/j.jmathb.2017.03.003

Gürbüz, R., & Erdem, E. (2016). Relationship between mental computation and mathematical reasoningi. Cogent Education, 3(1), 1–18.

Han, S., Capraro, R., & Capraro, M. M. (2015). How Science, Technology, Engineering, and Mathematics (Stem) Project-Based Learning (Pbl) Affects High, Middle, and Low Achievers Differently: the Impact of Student Factors on Achievement. International Journal of Science and Mathematics Education, 13(5), 1089–1113.

Ilyas, M., Ma’Rufi, & Basir, F. (2019). Students metacognitive skill in learning mathematics through cooperative based emotional intelligence. Journal of Physics: Conference Series, 1397(1).

Jones, S. R. (2019). Students’ Application of Concavity and Inflection Points to Real-World Contexts. International Journal of Science and Mathematics Education, 17(3), 523–544.

Lee, Y., Capraro, R. M., & Bicer, A. (2019). Affective Mathematics Engagement: a Comparison of STEM PBL Versus Non-STEM PBL Instruction. Canadian Journal of Science, Mathematics and Technology Education, 19(3), 270–289.

Ma’Rufi, Ilyas, M., & Pasandaran, R. F. (2020). Higher order thinking skills (HOTS) first middle school of class viii students in completing the problem of polyhedron. Journal of Physics: Conference Series, 1470(1).

Milaturrahmah, N., Mardiyana, & Pramudya, I. (2017). Science, technology, engineering, mathematics (STEM) as mathematics learning approach in 21st century. AIP Conference Proceedings, 1868(August).

Morrison, J., Frost, J., Gotch, C., McDuffie, A. R., Austin, B., & French, B. (2020). Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education. International Journal of Science and Mathematics Education.

Newton, J. A., & Kasten, S. E. (2013). Two Models for Evaluating Alignment of State Standards and Assessments: Competing or Complementary Perspectives? Journal for Research in Mathematics Education, 44(3), 550–581. https://doi.org/10.5951/jresematheduc.44.3.0550

Norton, A., & D’Ambrosio, B. S. (2008). ZPC and ZPD: Zones of teaching and learning. Journal for Research in Mathematics Education, 39(3), 220–246.

Nugroho, P. B., Nusantara, T., As’ari, A. R., Sisworo, Hidayanto, E., & Susiswo. (2018). Critical thinking disposition: Students skeptic in dealing with ill-logical mathematics problem. International Journal of Instruction, 11(3), 635–648.

Park, D. Y., Park, M. H., & Bates, A. B. (2018). Exploring Young Children’s Understanding About the Concept of Volume Through Engineering Design in a STEM Activity: A Case Study. International Journal of Science and Mathematics Education, 16(2), 275–294.

Ramful, A., Lowrie, T., & Logan, T. (2017). Measurement of Spatial Ability: Construction and Validation of the Spatial Reasoning Instrument for Middle School Students. Journal of Psychoeducational Assessment, 35(7), 709–727.

Safrudiannur, & Rott, B. (2019). The different mathematics performances in PISA 2012 and a curricula comparison: enriching the comparison by an analysis of the role of problem solving in intended learning processes. Mathematics Education Research Journal, 31(2), 175–195.

Shaughnessy, M., DeFino, R., Pfaff, E., & Blunk, M. (2020). I think I made a mistake: How do prospective teachers elicit the thinking of a student who has made a mistake? Journal of Mathematics Teacher Education, 0123456789. https://doi.org/10.1007/s10857-0-09461-5

Siyepu, S. W. (2013). An exploration of students ’ errors in derivatives in a university of technology. Journal of Mathematical Behavior, 32(3), 577–592.

Stohlmann, M. (2019). Three modes of STEM integration for middle school mathematics teachers. School Science and Mathematics, 119(5), 287–296.

Utama, F. F., Rais, W. A., & -, S. (2019). An Ethnolinguistic Study in the Names of Salt Farming Tools in Rembang District. Humaniora, 10(2), 167.

Utami, T. N., Jatmiko, A., & Suherman, S. (2018). Pengembangan Modul Matematika dengan Pendekatan Science, Technology, Engineering, And Mathematics (STEM) pada Materi Segiempat. Desimal: Jurnal Matematika, 1(2), 165.

Wahono, B., Lin, P. L., & Chang, C. Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7(1), 1–18.

Watson, A., Ayalon, M., & Lerman, S. (2017). Comparison of students ’ understanding of functions in classes following English and Israeli national curricula. Educational Studies in Mathematics.

Widiastuti, A., & Indriana, A. F. (2019). Analisis Penerapan Pendekatan STEM untuk Mengatasi Rendahnya Kemampuan Berpikir Kreatif Siswa pada Materi Peluang. UNION: Jurnal Ilmiah Pendidikan Matematika, 7(3), 403.

Wilson, K. (2020). Exploring the Challenges and Enablers of Implementing a STEM Project-Based Learning Programme in a Diverse Junior Secondary Context. International Journal of Science and Mathematics Education.

Yanni, M. H. (2018). Meningkatkan Aktivitas dan Hasil Belajar Matematika Melalui Strategi Pembelajaran TAPPS Berbasis Pendekatan (STEM). Jurnal Pendidikan Matematika (JUDIKA EDUCATION), 1(2), 117–125.




DOI: http://dx.doi.org/10.24042/ajpm.v12i1.7834

Refbacks

  • There are currently no refbacks.


 

Indexed by:

 

 

Creative Commons License
Al-Jabar : Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.