The influence of the inquiry learning model and the Bengkulu ethnomathematics toward the ability of mathematical representation

Abstract

The purposes of this study was to determine the effect of inquiry ethnomathematics learning oriented to South Bengkulu on the mathematical representation ability and mathematical connections of high school students. This study uses an experimental approach with 2x2 factorial design. The population in this study were all students of Senior High School Bengkulu Selatan. The sample was selected by purposive sampling technique as many as 67 students. The instrument was a test of mathematical representation ability. Data were analyzed by ANCOVA, the covariate was the students’ initial ability. The results of this study are the mathematical representation ability of students taught by the inquiry model of higher learning than students taught with conventional learning models for students given ethnomathematics-based mathematics material. If students who are given mathematics material are not ethnomathematics-based, then the mathematical representation ability of students to be taught with inquiry learning models is lower than students taught with conventional learning models.