Mathematical Problem Solving Ability Judging from the Percentile Intelligence of Class IV Students in the Problem Based Learning Model with Ethnomathematics Nuances

Abstract

The problem encountered in class IV at SD 2 Medini was that mathematics learning was still teacher-centred, yet to be linked to the experiences of the students themselves. Knowledge still needs to use media examples from the surrounding environment that are real and based on local culture. This research aims to determine students' problem-solving abilities in mathematics content through learning outcomes and students' intelligence percentages in ethnomathematics nuanced learning. The study was carried out using a mixed method with a sequential explanatory design (sequence of evidence). The sequential explanatory model is a combined research method that combines quantitative and qualitative research methods sequentially, where the first stage of research is carried out using quantitative methods and the second stage is carried out using qualitative methods. The results of the study on the application of the Problem-Based Learning model with nuances of ethnomathematics are effective on mathematical problem-solving abilities. This shows that the Problem-Based Learning model is able to improve student learning outcomes through the results of the T-test carried out in the experimental class and control class where the practical class applies nuanced learning ethnomathematics was able to increase learning outcomes by up to 34% and was supported by an N-gain test score of 0.75 with high criteria and a very effective effectiveness rating, while the control class was only at 0.57 with medium criteria and a less effective effectiveness level. Keywords: Problem Solving Ability, Intelligence Percentile, and Problem Based Learning, ethnomathematics.