Realistic mathematics learning based on the ethnomathematics in Bengkulu to improve students' cognitive level

Abstract

Mathematical learning based on ethnomathematics applying local culture can change the perception of the society about the applications of mathematics in everyday life. The purpose of this study was to describe the increase in high school students' cognitive level through the implementation of realistic mathematics learning model based on ethnomathematics in Bengkulu. This study was an assessment phase of development research employing a 2 × 2 factorial experimental design with students' initial performance being controlled. There were three main findings of this study. First, mathematical understanding of students taught using realistic mathematics learning was higher than those who taught using the conventional method (the learning materials in both groups was non-ethnomathematics oriented). Second, mathematical understanding of students learned the ethnomathematics oriented materials was higher than those learned non-ethnomathematics oriented materials (realistic mathematics learning applied in both groups). Third, mathematical understanding of students who learned the ethnomathematics oriented materials was lower compared to the students learned the non-ethnomathematics materials (the conventional learning method applied in both groups).