Understanding the number concepts through learning Connected Mathematics (CM): A local cultural approach

Abstract

Mathematics becomes an important subject in elementary school. Numbers are one part of school mathematics. Learning that links between concepts and what is close to students' minds makes it easy for students in the process of reaching concepts. This is CM based on local culture. This research used a 2x2 factorial design. The population is all elementary school students from the "Integrated Islamic Foundation" in Bengkulu City. Samples were taken by using an intact group technique. The total sample is 60 students. With the local culture-based CM learning for experimental class and conventional learning for control class, the research instrument is a test of the ability to understand the concept of numbers. It is a valid and reliable instrument. The data was analyzed using the ANCOVA statistical test. The results of this study are Fo (A) = 9.7289 with, df = (1, 57) and p-value = 0.090 <0.05, which means Ho is rejected. It is showed that there is a linear effect of the covariate (initial ability) to understand the concept between the students who follow the learning by using CM with a local cultural approach. Fo (B) = 4.8096, df (1, 57) and p-value = 0.016 <0.05. In this case, Ho was also rejected. Thus, it can be inferred that there is the influence of CM learning with a local cultural approach on the ability to understand number concepts. It can be concluded that the average score and comprehension of the number concept for students who were taught by using CM learning was higher than the students who were taught with conventional learning models. Finally, the mean score for students' ability to understand the number concepts among the students who were given local culture-based materials was higher than the students who were given the materials which are not based on local culture.