Considering Students’ Prior Knowledge in Culture-based Contextual Learning Media Application: How Effective It is to Support Students’ Mathematics Learning Outcome

Abstract

The present study aims to describe the e f fectiveness of culture-based contextual mathematics learning media by considering students’ prior knowledge. This is a quasi-experimental study that employed pretest-postest non-equivalent group design . Eight graders of a Junior High School (JHS) in Yogyakarta were involved as experimenta l and control grou ps. The data were obtained through a test to find out the students' mathematics learning achievements , while t he data analysis technique used is the analysis of two-way variance with unequal cells. The results indicate that by considering the students’ previous knowledge, the culture-based contextual mathematics learning media is more effective than the conventional ones.