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Saiful Marom
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Redaksi Hipotenusa: Journal of Mathematical Society. Fakultas Tarbiyah dan Ilmu Keguruan Universitas Islam Negeri (UIN) Salatiga, Jl. Lingkar Salatiga KM.2 Pulutan Sidorejo Salatiga Indonesia
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Hipotenusa: Journal of Mathematical Society
Published by Universitas Islam Negeri Salatiga
ISSN : -     EISSN : 27163156     DOI : https://doi.org/10.18326/hipotenusa.v6i1.1956
Core Subject : Education,
Mathematics
Aim : Hipotenusa: Journal of Mathematical Society is an electronic journal that provides a forum for publishing original research articles, review articles from contributors, and news about novel technologies related to mathematics education. The journal is intended for writers, teachers, students, professors, and researchers who wish to publish their research reports or literature review articles (the latter for invited contributors) on mathematics education and its instructional methods. Focus and Scope : 1. Thinking: Encompasses studies and research related to mathematical reasoning, problem-solving, and the cognitive processes involved in understanding mathematical concepts. 2. Learning: Encourages papers that explore innovative methodologies, pedagogical strategies, and best practices for effective mathematics education. 3. Assessment: Includes research on assessment techniques, evaluation methodologies, and the effectiveness of different types of assessments in measuring mathematical understanding and proficiency. 4. Evaluation: Seeks studies evaluating educational programs, curricula, and instructional methods in mathematics education, as well as their outcomes and impacts.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 51 Documents
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Pedagogical Exploration of Ethnomathematics: Efforts to Contextualize Numeracy Strategies for Elementary School Children Dafid Slamet Setiana; Firmansyah; Anwar Novianto; Fitriana Tjiptasari; Gumpanat Boriboon
Hipotenusa: Journal of Mathematical Society Vol. 8 No. 1 (2026): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v8i1.6481

Abstract

This study aims to integrate ethnomathematics into numeracy instruction in non-formal education settings and to test the effectiveness of its application in improving the numeracy skills of elementary school-aged children through non-formal education, with the goal of creating contextual and meaningful learning experiences. The study was conducted in Sukodono Village, Pacitan, which possesses a wealth of contextual cultural practices that serve as a resource for numeracy learning. The methods used were a mixed-methods study with an ethnographic approach to explore cultural practices, as well as a one-group pretest–posttest pre-experimental design to test improvements in numeracy skills. The research subjects consisted of cultural experts, teachers, elementary school-aged children, and parents, with a sample size of 16 students selected using purposive sampling. Quantitative data were analyzed using a paired samples t-test and N-Gain, while qualitative data were analyzed using the Miles and Huberman model. The research findings indicate that various local cultural practices contain mathematical concepts relevant to numeracy learning, such as geometry, measurement, patterns, and comparisons, which were identified in the contexts of agate stones, the Ceprotan traditional ceremony, and Rontek art. The findings suggest a trend toward improved student numeracy skills, as evidenced by moderate N-Gain scores and significant differences in paired t-test results. These findings confirm that the integration of ethnomathematics into numeracy learning not only strengthens contextual conceptual understanding but also serves as a relevant and meaningful alternative learning strategy, particularly within non-formal education pathways rooted in local culture.

Page 6 of 6 | Total Record : 51

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