Problem based learning in ethnomathematics context toward students’ mathematics literacy on transformation geometry materials

Abstract

The low ability of students’ mathematics literacy is caused by the implementation of learning with accordance based on curriculum planning. Mathematics literacy is the foundation and basis for life skills and becomes an international standard in measuring students’ abilities besides science and reading literacy. Problem Based Learning (PBL) in the Ethnomathematics context is one possible alternative to increase students’ mathematics literacy. The learning experience is presented based on cultural problems related to mathematical context. The aim of the study is to describe Problem Based Learning (PBL) in Ethnomathematics context toward Acehnese culture in the reflection of transformation geometry material. The type of research was applied a descriptive qualitative approach. The research was conducted at MTs Jabal Nur, North Aceh. The subject of research was 28 students of class IX.4. The data were collected by tests, interviews, and observation. The results showed that 1) the average ability of students’ mathematics literacy was 11,43 with the total score was 16 or 71,44%, 2) students activities observation in learning was 93.33% or very good category. The enthusiasm of students to learn mathematics increased but it was hindered by the loss of mathematics meaningfulness because learning mathematics is still presented separately in the manner of students’ real-world context.