Ethnomathematics CMP learning-teaching model for improving capabilities in problem solving

Abstract

This research was intended to analyze the effectiveness of ethnomathematic CMP learning-teaching model in improving students’ abilities in problem solving. The population for this research consisted of grade VII students of 2017-2018 period of SMP N 12 Semarang. The samples for this research were taken by means of cluster random sampling. By this technique we could get two different classes of samples; (1) experimental class taught using ethnomathematic CMP learning-teaching model and (2) control class taught using PBL (Learning-Teaching Model based purely only on classroom mathematical problems). The data for this research were collected using the ordinary tests and questionnaires. The data were then analyzed using t-tests; one-sample tests (for independent or individual samples) and paired-sample tests. From the analyses, we could draw the following conclusions: (1) the average capabilities of students taught with ethnomathematic CMP learning-teaching model were higher than those taught using PBL, (2) there were significant increases in the appreciation and love toward the local cultures in students taught with ethnomatic CMP.