TENGKULUK JAMBI DALAM PERSPEKTIF ETHNOMATEMATIKA: INTEGRASI BUDAYA LOKAL DALAM PEMBELAJARAN MATEMATIKA

In moving towards world-class education, Malaysia needs to bring about a change that will impact the world of education. Therefore, the Ministry of Education Malaysia (MOE) has examined the things that need to be implemented and strive to succeed. In line with the goals and times, KPM has implemented 21st-century learning (PAK21) starting in 2014. PAK21 is said to be a student-centred learning process. Several elements are applied as the basic standards in PAK21, namely communication, collaboration, critical thinking, creativity, and the application of values and ethics. One pedagogical approach that stimulates 21st-century learning (PAK21) is the project-based learning approach (PBP). PBP is a long-term approach that celebrates students' abilities, thinking skills, and talents by producing artefacts or products such as posters, disinfectants, construction of hurricane tanks, drama staging, and more. The main objective of this study was to identify the improvement of students' communication skills through project-based learning (PBL) approach: 'My Roller-Coaster' in science learning. This study is analyzed descriptively and uses a quantitative approach. The study sample consisted of 40 Form 3 students who took the Secondary School Standard Curriculum (KSSM). This study showed a difference in the level of achievement of Science subjects between the treatment group and the control group in the post-test with 53.4%. In contrast, the improvement in the treatment group's achievement level was more significant than the control group, with a mean difference of the treatment group (8.3) compared to the control group (4.8). The findings also showed an improvement in the communication skills of the treatment group (PBL) by 82.9%. Studies show that the PBP approach can improve students' communication skills and increase the level of achievement in science learning. Thus, the PBP: 'My Roller-Coaster' approach can be used to complement science learning in the classroom.

This research is motivated by the idea of ​​the importance of preserving local wisdom as an identity and character from various aspects of life, on the other hand the problem of low student self-confidence has become a problem, therefore, to accommodate this thought a learning model based on local wisdom is needed, innovation of implementing a project-based learning model integrated with local wisdom is expected to be able to answer the problem of student confidence and learning outcomes. The research was conducted at SMP Negeri 2 Bontang City (Junior High School 2 bontang city), as a representation of the largest junior high school in South Bontang District, Bontang City. The objectives were to determine: 1) the effect of learning using the project based learning (PjBL) model integrated with local wisdom on learning outcomes, 2) the effect of learning using the project based learning (PjBL) model integrated with local wisdom on self-confidence, 3) the interaction of using the project based learning (PjBL) model integrated with local wisdom and self-confidence on learning outcomes. The experimental research design used was “Pretest-Postest Non Equivalent Control Group Design, using a factorial research design of 2 x 4. Data were taken from 64 respondents of class VIII E and VIII F who were the research samples, through distributing self-confidence questionnaires and testing learning outcomes through pre and post tests. Data were analyzed using descriptive statistical analysis tools and two-way ANOVA inferential. The results of the study showed: 1) there is a significant influence of learning using the project based learning (PjBL) model integrated with local wisdom on learning outcomes (0.000 <0.05), or the F count value is greater than the F table value (88.434> 3.968), 2) there is an influence of learning using the project based learning (PjBL) model integrated with local wisdom on learning motivation (0.002<0.05), or the F count value is greater than the F table value (9.946> 3.968) 3) there is an interaction between the use of the project based learning (PjBL) model integrated with local wisdom and learning motivation on learning outcomes with a significance value (0.000<0.05), or the F count value is greater than the F table value (26.191>3.968)

The prevalence of project-based learning (PBL) has increased significantly, contributing to serious discussions about its advent. PBL’s critics doubt whether accentuating the practice supports teachers in using a technocratic method in education, instead of promoting instruction that is responsive to students’ ideas. Thus, this study aims to develop on using the effectiveness of the PBL approach, as a way to engage students in learning as well as to incorporate literature on the PBL method for educational purposes. The research hypotheses therefore measure the influence of the PBL method on collaborative learning, disciplinary subject learning, iterative learning, and authentic learning, which, in turn, engage students in learning. To achieve the research purpose, a questionnaire was employed as the main method of collecting data and dispensed to 124 teachers who were using the PBL approach. Structural equation modeling (SEM), a quantitative research method, was employed to obtain the findings. A significant relation was found between the PBL method and collaborative learning, disciplinary subject learning, iterative learning, and authentic learning, which, in turn, produced student engagement. The results show that the PBL technique improves student engagement by enabling knowledge and information sharing and discussion. Thus, the PBL approach is highly recommended for educational use by students and should be encouraged in universities.

PurposeThe purpose of this study is to examine the teachers’ practice of “meaningful learning” has become an inseparable part of the educational discourse. As a result, many schools have adopted the project-based learning (PBL) approach, which represents different teaching methods. The PBL approach also changes the position of the teacher as a source of knowledge as well as teacher–student relationship. The integration of PBL into and its implementation in the teaching of the robotics profession in junior high schools have created a new reality in which teachers who use project-based learning for teaching robotics come from diverse professional backgrounds, and in many cases, they are selected by the principal of the school. In light of this reality, it is interesting to examine the experience of teachers who manage a project in a field of knowledge that is not their expertise. This study examined teachers’ perceptions of their experience in teaching using the PBL approach. The subject of robotics was chosen as the field of research, as it represents a much broader issue concerning the implications of teaching using PBL on the professional, personal and ecological aspects. The study data were collected using structured questionnaires, which also included open-ended questions. These questionnaires were answered by 173 teachers, some of whom are educators (class tutors) and some professional teachers from three fields of knowledge: human studies, sciences and engineering. Each questionnaire included attitudes relating to the PBL teaching experience and the contribution of the PBL approach to both teachers and students. The findings show a high level of general satisfaction among the teachers and a sense of self-efficacy in teaching PBL. The findings also indicate personal, professional and ecological (teacher–environment relationship) contributions that were perceived as significant. The findings additionally indicate that class tutors perceived ecological contribution more than professional teachers, and professional teachers in the fields of human studies and sciences perceived it to be more significant than engineering teachers.Design/methodology/approachThis study was based on quantitative research principles from the assumption that it can also be applied to different populations. The premise of this study is that the best way to understand phenomena is by using a large sample and numerical measurement (N = 176), which is required to avoid a result that may reflect only a partial view of the matter at hand when focusing on only a few limited cases.Research limitations/implicationsA limitation of the present study is expressed in the fact that it is based on the perspective of one of the participants in the learning–teaching process – the teachers – who guided the project. The students’ perspective has not been studied. It is required to continue the study and examine the perceptions of the students who participate in PBL classes in which the teachers are not experts in the field of knowledge.

Background Given today's information deluge and the swift strides in artificial intelligence, foundational knowledge is readily accessible online. The willingness to take the initiative to learn is obviously more important. At present, project-based learning is widely promoted in the world, and China is no exception, and since 2016, Zhejiang, China, has promoted STEAM education as a promotion curriculum integration. An important starting point for transforming the way you learn. Although project-based learning is widely carried out, there is a lack of quantitative research on the effective organization and implementation of project-based learning and the corresponding learning effects.Educators build and provide learners with supportive learning resources and tailor guiding issues of project-based learning to provide a path to transition from traditional direct teaching to a project-based active learning approach that encourages students to be proactive and seek resources as needed. Objectives This study will use the database design curriculum as an example to implement project-based learning, build project-based learning elements, and record students' learning activity data in project-based learning activities, which has 45 students in a junior college in Zhejiang in 2023. Methods The study collected data from learning platforms that included various supportive learning resources, including the number of online discussions, the number of tasks completed, video watch time data, chapter learning repetition, the distribution and trend of chapter learning time, teacher surveys, and face-to-face discussions and offline unsupervised learning. Results and Conclusions This lab takes database project-based learning as an example and evaluates whether learners can gain real-world practical experience in new learning methods. The analysis of project-based learning outcomes shows that the project-based active learning method enhances students' awareness of the importance of database design, cultivates enthusiasm, and promotes active learning in learning, better cultivate students who can navigate beyond basic knowledge points to embrace multidimensional inventive learning. Experimental data shows that strong positive correlation between high-quality project-based learning and student enthusiasm.

The research aims to determine the effect of the Project Based Learning (PjBL) strategy integrated with the local cultural wisdom of making dangke in improving learning outcomes and critical thinking skills of elementary school students in science material. This type of research is experimental research carried out at SDN 122 Pangbuluran in 2023. The subjects of this research are fourth grade elementary school students, who are divided into an experimental group and a control group. The data analysis techniques used are: descriptive data analysis in the form of: mean, data range, class interval, class length, percentage, variance and standard deviation; and inferential statistical data analysis techniques in the form of: normality test, homogeneity test, and hypothesis test. The instruments used are multiple choice questions to measure student learning outcomes and essay questions that have been validated and declared reliable as test instruments. The results of data analysis obtained hypothesis testing: tcount learning outcomes of 10.2 > ttable, until H0 rejected, while tcountcritical thinking skills of 9.9 > ttable, until H0 rejected. It can be concluded that there is an influence of the Project Based Learning (PjBL) strategy integrated with local cultural wisdom in making dangke in improving learning outcomes and critical thinking skills of elementary school students in science material.

The population growth is closely related to the utilization of natural resources and will impact on environmental degradation. Therefore, identifying and inventorying the local wisdom of the community that aims to conserve the environment is very important. Natural science perspective lifting local wisdom in education is one way to revitalize, develop and maintain the values of local knowledge. This study aims to explore the elements of local wisdom in society, examines the concept of Natural Science and Mathematics contained in the elements of local wisdom and is designed for learning materials. The research was conducted in the District Manganitu Sangihe Islands in January 2016. Data collection using observation techniques and interviews with related parties and data obtained analyzed the concept of science underlying the forms of local wisdom existing in Manganitu community.The result of the research is a concept map which contains the network of Mathematics and Natural Science concepts. This research product can meet the needs of high school teachers and become one of the solution of thematic learning problem in Sangihe Island.Keywords : Concept of Mathematics and Science, Local Community Wisdom, Curriculum 2013

Problem Statement. Project-based learning (PBL) is a learning and teaching approach that makes students search for new knowledge and skills, helps them overcome real-life questions, and makes them design their own studies and performances. Research in Turkey reveals that teachers are not well-informed about PBL, can not guide students in this process, and have problems in implementing PBL. This situation raises questions on the effectiveness of teacher education and pedagogical courses in the attainment of knowledge and skills on PBL. Thus, it is important to examine teacher candidates’ perceptions regarding PBL during their teacher education. Purpose of Study. The purpose of this study was to investigate teacher candidates’ perceptions about the PBL approach in terms of different variables. In this direction, the research question has been specified as ‘What are the perceptions of teacher candidates toward PBL?’ Methods. It was a qualitative phenomenological study. The research group consisted of 58 students (40 female, 18 male), who were in their third and fourth years in a public university in Istanbul in the 2014–2015 academic year. In order to gather data, open-ended questions were asked. The data were analyzed using content analysis. Findings and Results. According to the findings, more than half of the teacher candidates expressed that they learned PBL approach in theory, but almost half said that they did not have the opportunity to apply it. None of them produced an exact definition of the PBL approach but referred to different aspects of it. Moreover, they mentioned that they will use the PBL approach after graduation. They had a positive attitude to this approach, and they believed that it is a useful approach in developing skills such as doing research, group work, and productivity. Conclusions and recommendations. The results of the research show that teacher candidates are familiar with the PBL approach, but their lack of skills and knowledge in managing it might cause them to have difficulties during their implementation process. In order to equip them with the required skills and information, more space should be left to PBL practices in their pedagogical courses so as to provide opportunities for them to use and apply this approach. In further research, a pedagogical course can be designed according to PBL, and its impact on teacher candidates can be investigated.

The purpose of this research is to determine the effectiveness of the product development of Portable Laboratory Integrated with Local Wisdom (PL-ILW) with the use of the Project-Based Learning (PBL) approach to increase the ability of students in the Department of Informatics Engineering, Duta Bangsa University, Surakarta, Indonesia. Data were obtained using observation, questionnaires, and tests. The results of this research indicate that local wisdom and portable laboratory can be integrated into learning aid products known as an PL-ILW. Other than that, the results of this research indicate that the collaboration of PBL and product development of PL-ILW can improve students' abilities in various aspects, such as the aspects of attitudes, knowledge, skills, 21st-century skills, and character development. This paper contributes to an empirical study on the integration of local wisdom and portable laboratory into a product of learning media or learning aid. In addition, it provides an alternative in the learning model especially PBL to develop the product of PL-ILW in improving student abilities.

This study explores the efforts to integrate local culture and wisdom into primary education in Indonesia and its impact on students' experiences and learning outcomes. Through a literature review, the study finds that culture-based teaching significantly enhances students' motivation, engagement, and academic achievement. Effective teaching strategies, such as project-based learning and community involvement, have been shown to strengthen students’ understanding of their cultural heritage. However, this research also identifies challenges faced in implementing cultural education, including resource limitations and insufficient teacher training. By understanding stakeholder perceptions and formulating recommendations for future practice, this study contributes to the development of a more inclusive and culturally responsive educational framework. It is expected that the findings of this research will enrich students' learning experiences and reinforce cultural identity.

The evolving landscape of education necessitates transformative approaches, emphasizing student engagement as a critical factor for effective learning. In this premise, this study investigated the impact of the Project-Based Learning (PBL) approach on student engagement in Grade 10 Geometry classes in a public high school in Arizona, USA during the Academic Year 2022-2023. Data for this descriptive study was collected from 199 Grade 10 Sophomore Geometry students in the above research environment using a self-made data-gathering instrument that has passed the rigorous tests of validity and reliability. The findings indicate that the majority of respondents were non-working female students enrolled in regular sections, with parents whose educational attainment were relatively modest. The ensuing analysis showed student engagement in PBL to be high across all essential factors of driving questions, sustained inquiry, authenticity, collaboration, 21st century skills, and public product. Moreover, no significant difference in student engagement were observed based on groupings by sex, student working status, and section for most PBL essentials. On the other hand, parental educational attainment played a pivotal role in shaping student engagement levels. The foregoing findings call for sustaining inquiry-based questions in PBL, recognizing family contributions, while revising class section policies to enhance collaborative learning environments. Keywords: PBL approach, student engagement, PBL essential factors, Geometry, Arizona, USA.

This article aims to determine whether students in cosmetology program vocational higher education are interested in using Google Classroom (GCR) to apply the Project-Based Learning (PjBL) approach in their cosmetology courses. The study focused on students in cosmetology vocational higher education who participate in online learning in the new normal era. Lecturers as facilitators need to know students are interested in using GCR to learn makeup technic in the cosmetology program as a project they made. The method used in this study is a quantitative descriptive method. The sample consisted of 30 students to fill out a questionnaire online. The result that students are interested in learning cosmetology using the Project-Based Learning approach using Google Classroom. Based on the study's findings, the status of student interest determines students' learning motivation. The percentage of learning interest in learning can be seen from five indicators, one of which is included in the criteria of moderate interest (64%). In comparison, the other four indicators of interest are feelings of pleasure (76%), attention (72%), desire (70%), and awareness (70%). It can be said that students are interested in implementing the PjBL approach through the GCR platform in the Cosmetology program at vocational higher education.

The recycling of waste plastics is considered as one of the strategies to tackle the issue of environmental pollution caused by commodity plastics all over the world. Recently, many universities have incorporated topics related to recycling and plastics waste management into their curricula at different levels to increase awareness as well as to develop new recycling technologies. In this study, one of the most important waste recycling problems is given as the project for the undergraduate students of chemical engineering to analyze the effectiveness of the project-based learning (PBL) approach in the school curriculum. A team of students was assigned with the task of recycling post-consumer polyethylene terephthalate (PET) bottles through an experimental and design approach. From the experimental data, students designed a recycling plant with a proposed capacity to produce 1 ton of recycled granules per day through the project-based learning approach. Evaluation of the project was carried out at various stages and it was found that the students acquired the required skills and applied them effectively. The outcomes of the present study clearly establish that the problems which have societal impacts, such as waste management, environmental pollution, etc., can be effectively communicated to the student community through the PBL approach, which can lead to increased motivation and enhanced critical thinking abilities.

This cultural diversity can be utilized in exploring mathematical concepts bridged by ethnomathematics to bring mathematics closer to students' cultures. However, on the other hand, many people think that mathematics is culture-free. The uniqueness and diversity of cultures in ideas, activities, and artifacts can be studied and used as learning resources, especially in mathematics. Therefore, this study seeks to explore the geometrical perceptions and cultural values contained in the traditional woven fabric motifs of the Sasak people. This research is qualitative research with an ethnographic method. Research data were collected through observation, literature study, and interviews with cultural practitioners, traditional leaders, woven fabric craftsmen, and cultural. The results of this study indicate that the traditional woven fabrics of the Sasak people have recognized and used mathematical concepts, especially lines, angles, flat shapes, and geometric transformations, in the design of traditional woven fabric motifs of the Sasak people. In addition, there is a philosophical meaning contained in each motif or pattern. The meaning is in the form of cultural values such as moral, historical, and philosophical values, which are used as messages to their children and grandchildren.

Ethnomathematics is mathematics that grows and develops in a particular culture. Technological advancement makes culture more forgotten, especially in traditional buildings such as traditional houses. Traditional houses contain philosophical values that are used as guidelines for the life of the surrounding community. Unconsciously in traditional house buildings have applied various mathematical concepts in the building. This study aims to reveal the mathematical concepts and philosophical values found in the traditional Toba Batak houses. The method of research conducted in the ethnographic approach. The source of research data was obtained from three speakers: customary kings, building experts, and residents (elders). The instruments in this study were researchers themselves and guidelines for semi-structured interviews—data collection techniques obtained from observation, discussions, and documentation. Testing the validity of the data is done by source triangulation. In this study, it was found that there was an application of mathematical concepts in traditional Toba Batak houses. The mathematical theory consists of a dimensional geometry concept, two-dimensional geometry, three-dimensional geometry, geometric transformation, and number patterns. Each of the forms contained in the traditional Toba Batak house contains philosophical values that are used as learning resources.