The ability of mathematical representation through realistic mathematics learning based on ethnomathematics

Abstract

Efforts to improve the mathematical representation, learning must begin from the real objects in daily life, which are culturally oriented related to horizontal mathematics in the form of ethnomathematics. The objective of this study was to determine the comparison of the ability of mathematical representation between students taught by realistic mathematical approach and conventional learning; determine the comparative ability of mathematical representation between students who are ethnomathematical and non-ethnomathematical oriented; determine the existence of interaction influence of learning approach and the orientation of mathematics material to the ability of mathematical representation. This research was a quasi-experimental study, which uses the pretest-posttest design of non-equivalent group design. The research instrument used was the test of mathematical representation ability. Data were analyzed using multivariate test of covariate analysis. The results showed that there were differences in the ability of mathematical representation between students who were taught by realistic mathematical approach and conventional learning after controlling students' early ability; there is a difference in the ability of mathematical representation between students who are ethnomathematical and non-ethnomathematical oriented after controlling students' early abilities; there is an interaction effect of the learning approach and the orientation of mathematical material on the ability of mathematical representation after controlling the student's early ability.