October 1, 2025Kognitif Jurnal Riset HOTS Pendidikan MatematikaOpen Access

Effects of Ethnomathematics-Based Problem-Based Learning on Students’ Conceptual Understanding in Mathematics

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Authors

RWReni Wikasari MPM. Habib Husnial Pardi HNHabibi Ratu Perwira NegaraIndonesia University of Education

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Implication

Quasi-experimental design shows improvements in conceptual understanding for students using ethnomathematics, suggesting cultural relevance enhances learning.

Key Points

Students showed improved conceptual understanding in mathematics with ethnomathematics-based learning.
The independent samples t-test revealed a statistically significant difference (p < 0.05) between groups.
A quasi-experimental posttest-only control group design was utilized in this study.
Findings support the integration of cultural contexts in educational methods to enhance learning outcomes.

Cite This Study

Wikasari et al. (2025) studied this question.

synapsesocial.com/papers/68dd91dafe798ba2fc49937e https://doi.org/10.51574/kognitif.v5i3.3855

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Implication

Quasi-experimental design shows improvements in conceptual understanding for students using ethnomathematics, suggesting cultural relevance enhances learning.

Effects of Ethnomathematics-Based Problem-Based Learning on Students’ Conceptual Understanding in Mathematics

Discussion

Member takes

Implication

Key Points

Cite This Study

Effects of Ethnomathematics-Based Problem-Based Learning on Students’ Conceptual Understanding in Mathematics

Discussion

Member takes

Implication

Key Points

Cite This Study

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