Abstract
The purpose of this study is to show the differences in problem-solving ability between first-year University students who received culture-based contextual learning and conventional learning. This research is a quantitative research using quasi-experimental research design. Samples were the First-year students of mathematics education department; Nusa Cendana University consists of 58 students who were divided into two groups each of 29 students. The results showed there are differences in the n-gain average of problem-solving ability significantly between students who receive culture-based contextual learning and conventional learning. The n-gain average of experiment group is 0.51 or medium category while the average n-gain of the control group is 0.29 or low category. Student categories of SNMPTN and Mandiri are significantly different whereas students’ category of SBMPTN between the two groups does not differ significantly. DOI : http://dx.doi.org/10.22342/jme.9.1.4125.81-94
Highlights
Abstrak Tujuan penelitian ini adalah untuk menunjukkan perbedaan kemampuan pemecahan masalah mahasiswa tahun pertama di universitas yang mendapatkan pembelajaran kontekstual berbasis budaya dengan geogebra dan pembelajaran konvensional
Based on the above background, the purpose of this study is to show the differences in problem-solving ability between first-year University students who received culture-based contextual learning and conventional learning
Samples are the firstyear students of Mathematics Education Department of Nusa Cendana University which consist of 58 students who were divided into two groups with details of a group culture-based contextual learning consists of 29 students and a group of conventional learning consists of 29 students
Summary
Abstrak Tujuan penelitian ini adalah untuk menunjukkan perbedaan kemampuan pemecahan masalah mahasiswa tahun pertama di universitas yang mendapatkan pembelajaran kontekstual berbasis budaya dengan geogebra dan pembelajaran konvensional. Hasil penelitian menunjukkan ada perbedaan peningkatan rata-rata kemampuan pemecahan masalah secara signifikan antara siswa yang mendapatkan pembelajaran kontekstual berbasis budaya dan pembelajaran konvensional. The term "problem-solving" refers to mathematical tasks that have the potential to provide intellectual challenges for enhancing students' mathematical understanding and development (NCTM, 2010) These conditions allow for mathematics is a human life activity. In analytic geometry lessons recent years, the mathematical problem-solving ability of first-year university students is low This condition was caused the attention of learning activities did not in the student‟s cognitive development. Students experience learning as a pressure on the cognitive processes that result in the inability to solve the problem properly
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