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All Journal Jurnal Pembelajaran Matematika J-PiMat : Jurnal Pendidikan Matematika Bubungan Tinggi: Jurnal Pengabdian Masyarakat Jurnal Riset dan Inovasi Pembelajaran JURMADIKTA Journal Focus Action of Research Mathematic (Factor M)
Taufiq Hidayanto, Taufiq
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Humanities Chemistry Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Journal : Journal Focus Action of Research Mathematic (Factor M)

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The effectiveness of the ethnomathematics-integrated Problem-Based Learning (PBL) model on students’ mathematical abilities: A meta-analysis study Maulida; Fajriah, Noor; Hidayanto, Taufiq
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 1 (2025): Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i1.5037

Abstract

Numerous primary studies have explored the impact of the Problem-Based Learning (PBL) model incorporating ethnomathematics on students’ mathematical abilities. However, variations in research findings have hindered the formation of a consistent conclusion. This study aimed to evaluate the overall effect of the PBL model based on ethnomathematics on students’ mathematical competencies through a systematic review and meta-analysis. Eleven relevant articles were selected via Google Scholar using the Publish or Perish tool and screened based on PRISMA guidelines, including identification, screening, eligibility, and inclusion phases. Data analysis was conducted using Comprehensive Meta-Analysis (CMA) software version 3.0. The calculated effect size, based on Hedges' g and employing a random-effects model, was 0.974, which is categorised as large. Further analysis examined two moderating variables: types of mathematical abilities and educational level. The results demonstrate that the PBL model grounded in ethnomathematics significantly enhances mathematical abilities, particularly in problem-solving and critical thinking skills. Additionally, the model is notably effective at the elementary and junior high school levels. These findings underscore the value of integrating local cultural contexts into mathematics instruction and support the development of innovative, culturally responsive learning strategies that align with modern educational goals.
Co-Authors AA Sudharmawan, AA Ahmad Zaki Antika, Rindi Basriannor, Agus Chairil Faif Pasani Daris, Muhammad Ependy, Nur Annisa Kamaliyah Kamaliyah Maulida Muhammad Maliki Noor Fajriah, Noor Noorbaiti, Rahmita Ridha, Muhammad Taqwa RR. Ella Evrita Hestiandari Santi, Nyoman Yohane