SINTA

0.0

Impact

Scholar

9

H-Index

Interval: Indonesian Journal of Mathematical Education

an Open Access Journal

The Influence of PBL Model Based on Ethnomathematics on Critical Thinking Skills Reviewed from the Character of Love for the Country in Junior High Schools

Guido David
University of the Philippines Diliman ROR
Philippines
Yusnidar Yusnidar
Jambi University ROR
Indonesia
yusnidar@unja.ac.id
Roussanka Laukanova
Institute of Mathematics and Informatics ROR
Bulgaria
David Csaba Kertesz
University of Debrecen ROR
Hungary
Raj Kumar Koirala
Tribhuvan University ROR
Nepal
Share

  • Purpose of the study: This study aims to analyze the effect of the Problem-Based Learning (PBL) model integrated with ethnomathematics on students' critical thinking skills, considering the mediating role of curiosity.

    Methodology: This study uses a quantitative approach using Structural Equation Modeling-Partial Least Squares (SEM-PLS) to evaluate the relationship between variables. Indicators for the PBL model include understanding of ethnomathematics concepts, cultural relevance, student engagement, and effectiveness in learning. Critical thinking skills are assessed through basic clarification, inference, and strategy, while curiosity is measured by attention, questioning, and comparison.

    Main Findings: The results showed that the ethnomathematics-based PBL model significantly improved students' critical thinking skills, with a direct effect of 0.68 and a total effect of 0.92 when mediated by curiosity (indirect effect 0.24). This model explains 62% of the variance in critical thinking skills and 29% in curiosity. This study introduces a novel integration of cultural context into a PBL framework, showing that embedding local traditions enhances cognitive engagement and critical thinking in a meaningful way.

    Novelty/Originality of this study: The findings suggest that incorporating ethnomathematics into PBL not only enhances cognitive skills but also fosters curiosity, offering an effective and culturally responsive teaching strategy.

  • How to cite

    The Influence of PBL Model Based on Ethnomathematics on Critical Thinking Skills Reviewed from the Character of Love for the Country in Junior High Schools. (2024). Interval: Indonesian Journal of Mathematical Education, 2(2), 141-148. https://doi.org/10.37251/ijome.v2i2.1355

    More Citation Formats

  • 594
    Abstract views
    292
    Downloads

    Metrics — Badges

    1. D. Setiawan, “The development of authentic assessment instrument to expand the character values of citizenship education at primary school No 104202 and No 106811 Bandar Setia, Medan, Indonesia,” Budapest Int. Res. Critics Linguist. Educ. J., vol. 2, no. 1, pp. 79–90, Feb. 2019, doi: 10.33258/birle.v2i1.188. DOI: https://doi.org/10.33258/birle.v2i1.188
    2. R. Dearamae, R. Safkolam, and M. Yacob, “An investigation of pre-service teachers’ teaching active learning to be STEM Education,” J. Phys. Conf. Ser., vol. 1835, no. 1, 2021, doi: 10.1088/1742-6596/1835/1/012065. DOI: https://doi.org/10.1088/1742-6596/1835/1/012065
    3. E. N. Setiyani, W. Panomram, and T. Wangdi, “Development of Predict Observe Explain Based Flat Side Building Worksheets to Improve Students’ Mathematical Representation Skills,” Interval Indones. J. Math. Educ., vol. 2, no. 1, pp. 15–21, 2024, doi: 10.37251/ijome.v2i1.984. DOI: https://doi.org/10.37251/ijome.v2i1.984
    4. S. Suherman and T. Vidákovich, “Assessment of mathematical creative thinking: A systematic review,” Think. Ski. Creat., vol. 44, no. January, 2022, doi: 10.1016/j.tsc.2022.101019. DOI: https://doi.org/10.1016/j.tsc.2022.101019
    5. N. Nuryadi, L. Kurniawan, and I. Kholifa, “Developing mobile learning based on ethnomathematics viewed from adaptive e-learning: Study of two dimensions geometry on Yogyakarta palace’s chariot,” Int. J. Educ. Learn., vol. 2, no. 1, pp. 32–41, 2020, doi: 10.31763/ijele.v2i1.85. DOI: https://doi.org/10.31763/ijele.v2i1.85
    6. L. Hasibuan and A. Nugraha, “Development of Scientific and Constructivism-Based Handouts on Social Arithmetic Materials,” Indones. J. Educ. Res., vol. 4, no. 2, pp. 28–31, 2023, doi: 10.37251/ijoer.v4i2.578. DOI: https://doi.org/10.37251/ijoer.v4i2.578
    7. P. da S. Finamore et al., “Nigerian politicians, discipline, integrity, character and the rule of law: Application versus financial spending in 2019 federal elections,” J. Chem. Inf. Model., vol. 53, no. February, p. 2021, 2021, doi: 10.13140/RG.2.2.19482.59846.
    8. A. M. I. T. Asfar, A. M. I. A. Asfar, and A. Nurannisa, “Integration of Local Traditions Bugis-Makassarese: Learning Strategies to Improve Mathematical Communication Skills,” IOP Conf. Ser. Earth Environ. Sci., vol. 1808, no. 1, 2021, doi: 10.1088/1742-6596/1808/1/012064. DOI: https://doi.org/10.1088/1742-6596/1808/1/012064
    9. H. Kurniawan, R. Y. Purwoko, and D. S. Setiana, “Integrating cultural artifacts and tradition from remote regions in developing mathematics lesson plans to enhance mathematical literacy,” J. Pedagog. Res., vol. 8, no. 1, pp. 61–74, 2024, doi: 10.33902/JPR.202423016. DOI: https://doi.org/10.33902/JPR.202423016
    10. F. B. Agusto, M. I. Teboh-Ewungkem, and A. B. Gumel, “Mathematical assessment of the effect of traditional beliefs and customs on the transmission dynamics of the 2014 Ebola outbreaks,” BMC Med., vol. 13, no. 1, pp. 1–17, 2015, doi: 10.1186/s12916-015-0318-3. DOI: https://doi.org/10.1186/s12916-015-0318-3
    11. Mellawaty, Y. L. Sukestiyarno, I. Isnarto, and Z. Zaenuri, “Learning mathematics through ethnomatematics studies containing character values and cognitive aspects in congklak games for children of the Dayak Losarang Tribe,” Int. Conf. Sci. Educ. Technol., vol. 9, no. 1, pp. 475–483, 2023. DOI: https://doi.org/10.59965/pijme.v1i1.1
    12. Y. Kuswardi, F. Nurhasanah, B. Usodo, H. Ekana, S. Sutopo, and M. Shahrill, “A Learning Trajectory for Statistics Through the Traditional Game of Congklak to Enhance Mathematical Reasoning Skills,” Int. J. Pedagog. Teach. Educ., vol. 8, no. 1, p. 111, 2024, doi: 10.20961/ijpte.v8i1.90547. DOI: https://doi.org/10.20961/ijpte.v8i1.90547
    13. S. M. Syahnia, E. Y. Haenilah, R. Perdana, and C. Caswita, “Ethnomathematics-based Problem Based Learning (PBL) Model to Increase Students’ Critical Thinking in Mathematics Learning,” Lect. J. Pendidik., vol. 15, no. 2, pp. 571–581, 2024, doi: 10.31849/lectura.v15i2.20985. DOI: https://doi.org/10.31849/lectura.v15i2.20985
    14. L. A. Maharani and S. B. Waluya, “Systematic Literature Review: Implementation of a Problem-Based Learning Model with Ethnomathematics Nuances in Improving Students’ Mathematical Problem Solving Ability,” J. Pendidik. Mat., vol. 1, no. 2, p. 13, 2023, doi: 10.47134/ppm.v1i2.218. DOI: https://doi.org/10.47134/ppm.v1i2.218
    15. D. Purwanti,  Zaenuri, and M. Asikin, “Problem Solving Ability in the Learning Model of Problem-Based Learning based on Ethnomathematics,” J. Prim. Educ., vol. 10, no. 1, pp. 113–120, 2021, [Online]. Available: https://journal.unnes.ac.id/sju/index.php/jpe/article/view/34303
    16. U. A. Dahlan and J. R. Selatan, “Fajri Nur Hidayati, Rully Charitas Indra Prahmana,” Ethnomathematics’ Res. Indones., vol. 1, no. 1, pp. 29–42, 2022, [Online]. Available: http://doi.org/10.48135/ije.v1i1.29-42
    17. R. C. I. Prahmana and U. D’Ambrosio, “Learning geometry and values from patterns: Ethnomathematics on the batik patterns of yogyakarta, indonesia,” J. Math. Educ., vol. 11, no. 3, pp. 439–456, 2020, doi: 10.22342/jme.11.3.12949.439-456. DOI: https://doi.org/10.22342/jme.11.3.12949.439-456
    18. J. Munthahana, M. Teguh Budiarto, and A. Wintarti, “Indonesian Journal of Science and Mathematics Education THE APPLICATION OF ETHNOMATHEMATICS IN NUMERACY LITERACY PERSPECTIVE: A LITERATURE REVIEW Article Info ABSTRACT,” Indones. J. Sci. Math. Educ., vol. 06, no. July, pp. 177–191, 2023, doi: 10.24042/ijsme.v5i1.17546. DOI: https://doi.org/10.24042/ijsme.v6i2.17546
    19. C. P. Vistro-Yu, “Ethnomathematics for Capacity Building in Mathematics Education,” pp. 2–15, 2010, [Online]. Available: https://www.researchgate.net/publication/364934080
    20. R. L. Alabat and A. M. Oledan, “A Meta-Synthesis on the Challenges and Benefits of Integrating Ethnomathematics in the Philippine Mathematics Curriculum,” J. Educ. Pract., no. September, 2024, doi: 10.7176/jep/15-8-04. DOI: https://doi.org/10.7176/JEP/15-8-04
    21. S. Mystakidis, M. Fragkaki, and G. Filippousis, “Ready teacher one: Virtual and augmented reality online professional development for k-12 school teachers,” Computers, vol. 10, no. 10, pp. 1–16, 2021, doi: 10.3390/computers10100134. DOI: https://doi.org/10.3390/computers10100134
    22. N. V. Telegina, S. E. Drovosekov, D. G. Vasbieva, and V. L. Zakharova, “The use of project activity in teaching mathematics,” Eurasia J. Math. Sci. Technol. Educ., vol. 15, no. 8, 2019, doi: 10.29333/ejmste/108439. DOI: https://doi.org/10.29333/ejmste/108439
    23. N. Marliani, “Peningkatan Kemampuan Berpikir Kreatif Matematis Siswa melalui Model Pembelajaran Missouri Mathematics Project (MMP),” Form. J. Ilm. Pendidik. MIPA, vol. 5, no. 1, pp. 14–25, 2015, doi: 10.30998/formatif.v5i1.166. DOI: https://doi.org/10.30998/formatif.v5i1.166
    24. E. F. Crawley, A. Hosoi, G. L. Long, T. Kassis, W. Dickson, and A. B. Mitra, Moving Forward with the New Engineering Education Transformation (NEET) program at MIT - Building community, developing projects, and connecting with industry. 2019. doi: 10.18260/1-2--33124. DOI: https://doi.org/10.18260/1-2--33124
    25. D. Ramdani, H. Susilo, Suhadi, and Sueb, “The Effectiveness of Collaborative Learning on Critical Thinking, Creative Thinking, and Metacognitive Skill Ability: Meta-Analysis on Biological Learning,” Eur. J. Educ. Res., vol. 11, no. 3, pp. 1607–1628, 2022, doi: 10.12973/eu-jer.11.3.1607. DOI: https://doi.org/10.12973/eu-jer.11.3.1607
    26. F. Kiraga, “Literature Review: Efforts To Improve Creative Thinking Ability In Science Learning,” Integr. Sci. Educ. J., vol. 4, no. 2, pp. 77–83, 2023, doi: 10.37251/isej.v4i2.330. DOI: https://doi.org/10.37251/isej.v4i2.330
    27. S. Syutaridho, F. Ramury, and N. Nurhijah, “The Influence Of Indonesia’s Realistic Mathematics Education Approach On Students’ Creative Thinking Ability,” J. Ilm. Ilmu Terap. Univ. Jambi, vol. 7, no. 2, pp. 99–111, 2023, doi: 10.22437/jiituj.v7i2.28700. DOI: https://doi.org/10.22437/jiituj.v7i2.28700
    28. Ch. Diawati, N. Fadiawati, and K. Herlina, “Teachers’ and Students’ Perception about Creative Thinking Skills, Immersed Integrated Science Learning, and project-based Learning: A cow dung waste issue,” J. Pendidik. dan Pembelajaran Kim., vol. 9, no. 2, pp. 108–113, 2020, doi: 10.23960/jpk.v9.i2.202010.
    29. T. Aytaç and S. S. Kula, “The Effect of Student-Centered Approaches on Students’ Creative Thinking Skills: A Meta-Analysis Study.,” Int. J. Contemp. Educ. Res., vol. 7, no. 2, pp. 62–80, 2020. DOI: https://doi.org/10.33200/ijcer.723894
    30. N. Tor and G. Gordon, “Digital interactive quantitative curiosity assessment tool: Questions worlds,” Int. J. Inf. Educ. Technol., vol. 10, no. 8, pp. 614–621, 2020, doi: 10.18178/ijiet.2020.10.8.1433. DOI: https://doi.org/10.18178/ijiet.2020.10.8.1433
    31. E. M. Rosa, S. Sundari, E. R. Ambarwati, G. Suryandari, E. Rochmawati, and F. Suryanto, “‘E-Matching Card’ to Improve Cooperation and Cognitive Abilities Among Nursing Students,” J. Keperawatan Indones., vol. 26, no. 2, pp. 89–96, 2023, doi: 10.7454/jki.v26i2.1136. DOI: https://doi.org/10.7454/jki.v26i2.1136
    32. D. Bautista and R. Dionido, “Mastering the Game of Sungka from Random Play,” pp. 1–6, 2019, [Online]. Available: http://arxiv.org/abs/1905.07102
    33. J. Jusmaniar, I. Riani, E. C. Anderson, M. C. Lee, and S. W. Oktavia, “Gasing Game: Ethnoscientific Exploration of Circular Motion in Physics Learning on the Coast of East Sumatra to Build the Character of Perseverance,” Schrödinger J. Phys. Educ., vol. 5, no. 1, pp. 1–9, 2024, doi: 10.37251/sjpe.v5i1.902. DOI: https://doi.org/10.37251/sjpe.v5i1.902
    34. P. Lavega, Q. Prat, U. S. De Ocáriz, J. Serna, and V. Muñoz-Arroyave, “Aprendizaje basado en la reflexión sobre la acción a través de los juegos tradicionales. El caso de la pelota sentada,” Cult. y Educ., vol. 30, no. 1, pp. 142–176, 2018, doi: 10.1080/11356405.2017.1421302. DOI: https://doi.org/10.1080/11356405.2017.1421302
    35. I. K. Hendry, W. Kusuma, M. Asmawi, and F. Dlis, “A Study of Learning Physical Fitness Activities Based on Traditional Balinese Sports Games for Students ’ Physical Fitness,” Int. J. Hum. Mov. Sport. Sci., vol. 9, no. 5, pp. 1029–1039, 2021, doi: 10.13189/saj.2021.090525. DOI: https://doi.org/10.13189/saj.2021.090525
    36. X. Wang and Z. Liu, “Three-Dimensional Reconstruction of National Traditional Sports Cultural Heritage Based on Feature Clustering and Artificial Intelligence,” Comput. Intell. Neurosci., vol. 2022, 2022, doi: 10.1155/2022/8159045. DOI: https://doi.org/10.1155/2022/8159045
    37. T. Kogoya et al., “Developing the Value of Peace in Sport, Health, and Physical Education Lecture through Traditional Games,” Int. J. Hum. Mov. Sport. Sci., vol. 11, no. 2, pp. 268–275, 2023, doi: 10.13189/saj.2023.110202. DOI: https://doi.org/10.13189/saj.2023.110202
    38. I. M. Hasibuan, “Anshara International Journal of Education and Science (AIJoES) Analysis of Honorary Teacher Well-being,” Lubis/ AIJoES, vol. 1, no. 1, pp. 12–15, 2024, [Online]. Available: https://journal.anshara.id/index.php
    39. I. Aboutajedyne, M. S. Houssaini, A. Aboutajeddine, Y. S. Alj, and M. El Mohajir, “A design model for the development of non-traditional educational activities,” in Colloquium in Information Science and Technology, CIST, 2020, pp. 242–247. doi: 10.1109/CiSt49399.2021.9357317. DOI: https://doi.org/10.1109/CiSt49399.2021.9357317
    40. A. Asrial, S. Syahrial, D. A. Kurniawan, and M. D. Zulkhi, “The Relationship Between the Application of E-Modules Based on Mangrove Forest Ecotourism on The Peace-Loving Character of Students,” J. Educ. Technol., vol. 5, no. 3, p. 331, 2021, doi: 10.23887/jet.v5i3.34043. DOI: https://doi.org/10.23887/jet.v5i3.34043
    41. Y. Yantoro, D. A. Kurniawan, R. Perdana, and P. A. Rivani, “A Survey of Process Skills Mathematics Learning in Elementary School,” J. Pendidik. dan Pengajaran, vol. 54, no. 3, pp. 467–474, 2021, doi: 10.23887/jpp.v54i3.37180. DOI: https://doi.org/10.23887/jpp.v54i3.37180
    42. K. Kamid, D. A. Kurniawan, and A. M. Nawahdani, “Scientific Learning Model: Analytical Thinking and Process Skills in Mathematics,” J. Educ. Res. Eval., vol. 6, no. 3, pp. 238–249, 2022, doi: 10.23887/jere.v6i3.49159. DOI: https://doi.org/10.23887/jere.v6i3.49159
    43. H. Ames, C. Glenton, and S. Lewin, “Purposive sampling in a qualitative evidence synthesis,” BMC Med. Res. Methodol., 2019.
    44. S. Campbell et al., “Purposive sampling: complex or simple? Research case examples,” J. Res. Nurs., 2020, doi: 10.1177/1744987120927206. DOI: https://doi.org/10.1177/1744987120927206
    45. F. Ilmiyatni, T. Jalmo, and B. Yolida, “Pengaruh Problem Based Learning Terhadap Keterampilan Kolaborasi dan Berpikir Tingkat Tinggi,” J. Bioterdidik, vol. 7, no. 2, pp. 35–45, 2019.
    46. R. Ennis, “Inquiry: Critical thinking across the Disciplines,” Philos. Doc. Cent., vol. 26, no. 2, pp. 15–17, 2011, [Online]. Available: https://www.pdcnet.org/inquiryct/content/inquiryct_2011_0026_0002_0005_0019
    47. Herwin and R. Nurhayati, “Measuring students’ curiosity character using confirmatory factor analysis,” Eur. J. Educ. Res., vol. 10, no. 2, pp. 773–783, 2021, doi: 10.12973/EU-JER.10.2.773. DOI: https://doi.org/10.12973/eu-jer.10.2.773
    48. Y. Zhou, Y. Zhu, and W. K. Wong, “Statistical tests for homogeneity of variance for clinical trials and recommendations,” Contemp. Clin. Trials Commun., vol. 33, no. March, p. 101119, 2023, doi: 10.1016/j.conctc.2023.101119. DOI: https://doi.org/10.1016/j.conctc.2023.101119
    49. E. Simamora, A. Mansyur, and E. Wydiastuti, “Bootstrap Percentile for Estimating Confidence Interval of Heteroscedasticity Linear Regression Model Parameters,” in AIP Conference Proceedings, 2022, pp. 1–7. doi: 10.1063/5.0113065. DOI: https://doi.org/10.1063/5.0113065
    50. V. Berenguer-Rico and I. Wilms, “Heteroscedasticity testing after outlier removal,” Econom. Rev., vol. 40, no. 1, pp. 51–85, 2021, doi: 10.1080/07474938.2020.1735749. DOI: https://doi.org/10.1080/07474938.2020.1735749
    51. Munawaroh, N. S. Setyani, L. Susilowati, and Rukminingsih, “The Effect of E-Problem Based Learning on Students’ Interest, Motivation and Achievement,” Int. J. Instr., vol. 15, no. 3, pp. 503–518, 2022, doi: 10.29333/iji.2022.15328a. DOI: https://doi.org/10.29333/iji.2022.15328a
    52. S. A. Anggita, M. A. Mahboob, and S. S. Bin Hussein, “Celebrating the Prophet’s Birthday: a Manifestation of the Character of Cooperation in Islamic Education,” J. Pendidik. Agama Islam Indones., vol. 5, no. 1, pp. 22–29, 2024, doi: 10.37251/jpaii.v5i1.907. DOI: https://doi.org/10.37251/jpaii.v5i1.907
    53. M. Romero, P. Hyvonen, and E. Barbera, “Creativity in Collaborative Learning across the Life Span,” Creat. Educ., vol. 03, no. 04, pp. 422–429, 2012, doi: 10.4236/ce.2012.34066. DOI: https://doi.org/10.4236/ce.2012.34066
    54. M. T. Magiera and V. S. Zambak, “Exploring prospective teachers’ ability to generate and analyze evidence-based explanatory arguments,” Int. J. Res. Educ. Sci., vol. 6, no. 2, pp. 327–346, 2020, doi: 10.46328/ijres.v6i2.765. DOI: https://doi.org/10.46328/ijres.v6i2.765