Analysis of Problem-Solving Ability with Ethnomathematics Nuances in the Marble Game in View of Students' Learning Style
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| Title: | Analysis of Problem-Solving Ability with Ethnomathematics Nuances in the Marble Game in View of Students' Learning Style |
|---|---|
| Language: | English |
| Authors: | Robawati, Rubono Setiawan, Ario Wiraya |
| Source: | Journal of Urban Mathematics Education. 2025 18(1):34-64. |
| Availability: | Journal of Urban Mathematics Education. Texas A&M University, College of Education and Human Development, Aggie STEM, 1411 Hensel Street Suite 201, College Station, TX 77840. Tel: 979-862-4665; e-mail: jume@tamu.edu; Web site: https://journals.tdl.org/jume/ |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Mathematics Instruction, Problem Solving, Cognitive Style, Grade 7, Culturally Relevant Education, Foreign Countries, Indigenous Knowledge, Folk Culture, Game Based Learning, Kinesthetic Perception, Auditory Perception, Visual Learning |
| Geographic Terms: | Indonesia |
| Abstract: | In this study, the mathematical problem-solving ability with ethnomathematics nuances of the marble game based on student learning styles has been examined. A qualitative methodology is used, with the research instruments being a learning style questionnaire, a problem-solving ability test, and interviews based on problem-solving ability indicators. The subjects of this study were 28 grade 7 students in Surakarta City. Students were given a learning style questionnaire, and then 9 students were selected through purposive sampling to conduct written tests and interviews. Based on the results of the study, it can be concluded that in the ability to solve mathematical problems with ethnomathematics nuances of the marble game, students with visual learning styles can fulfill three problem-solving indicators but are less able to fulfill the indicator of re-examining the solution obtained. Students with auditory learning styles can fulfill all problem-solving indicators well. Meanwhile, students with kinesthetic learning styles can fulfill three problem-solving indicators but cannot fulfill the indicator of checking back the answer. The results of this research have significant novelty in the field of ethnomathematics, specifically for basic algebra concepts and their applications in mathematics education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484149 |
| Database: | ERIC |
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