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The effect of contextual teaching and learning model with ethnomathematics approach on students’ conceptual understanding and critical thinking

Artigo2025

Ari Purwa Kusuma; Nurina Kurniiasari Rahmawati

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Resumo

Background: Mathematics learning demands not only conceptual understanding but also critical thinking skills. However, studies in Indonesian classrooms have shown that students often struggle with both abilities. A possible cause is the use of teacher-centered approaches that do not facilitate student engagement or meaningful learning experiences.Aim: This study aims to investigate the effect of the Contextual Teaching and Learning (CTL) model integrated with an ethnomathematics approach on students’ conceptual understanding and critical thinking skills in mathematics.Method: This research employed a quantitative approach with a quasi-experimental design. The sample consisted of 60 ninth-grade students from two different classes selected using simple random sampling. Data were collected through validated test instruments and analyzed using Multivariate Analysis of Variance (MANOVA) with a significance level of 0.05.Results: The findings showed that both the conceptual understanding and critical thinking skills of students in the experimental group improved significantly compared to the control group. The MANOVA results indicated a significance value of 0.000 (< 0.05), confirming a significant effect of the CTL model with ethnomathematics on both dependent variables. The average N-Gain score in the experimental class was higher (0.68) than in the control class (0.62).Conclusion: The implementation of the CTL model with an ethnomathematics approach has a positive and significant effect on improving students’ conceptual understanding and critical thinking in mathematics. This approach enables students to relate mathematical content to cultural contexts, making learning more meaningful and engaging.

Dados da obra

Tipo
Artigo
Periódico
Interdisiplinary Journal of Pedagogy and Research in Media Technology, v. 1, n. 1, p. 29-35
Editora
CV. SPDF Harmony
Ano
2025 (2025-07-22)
Idioma
en
Palavras-chave
contextual teaching and learning (ctl);; conceptual understanding; critical thinking; ethnomathematics; mathematics education
Temas
Etnomatemática
DOI
10.64268/inspire.v1i1.39
ISSN
3123-5689
Licença
https://creativecommons.org/licenses/by-sa/4.0
Acesso
Acesso aberto
Fontes
Crossref; DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
KUSUMA, Ari Purwa; RAHMAWATI, Nurina Kurniiasari. The effect of contextual teaching and learning model with ethnomathematics approach on students’ conceptual understanding and critical thinking. Interdisiplinary Journal of Pedagogy and Research in Media Technology, v. 1, n. 1, p. 29-35, 2025. DOI: https://doi.org/10.64268/inspire.v1i1.39.

APA

Kusuma, A. P., & Rahmawati, N. K. (2025). The effect of contextual teaching and learning model with ethnomathematics approach on students’ conceptual understanding and critical thinking. Interdisiplinary Journal of Pedagogy and Research in Media Technology, 1(1), 29-35. https://doi.org/10.64268/inspire.v1i1.39

BibTeX
@article{kusuma2025,
  author = {Kusuma, Ari Purwa and Rahmawati, Nurina Kurniiasari},
  title = {The effect of contextual teaching and learning model with ethnomathematics approach on students’ conceptual understanding and critical thinking},
  year = {2025},
  journal = {Interdisiplinary Journal of Pedagogy and Research in Media Technology},
  volume = {1},
  number = {1},
  pages = {29-35},
  publisher = {CV. SPDF Harmony},
  doi = {10.64268/inspire.v1i1.39},
  language = {en}
}
RIS
TY  - JOUR
AU  - Kusuma, Ari Purwa
AU  - Rahmawati, Nurina Kurniiasari
TI  - The effect of contextual teaching and learning model with ethnomathematics approach on students’ conceptual understanding and critical thinking
PY  - 2025
JO  - Interdisiplinary Journal of Pedagogy and Research in Media Technology
VL  - 1
IS  - 1
SP  - 29
EP  - 35
DO  - 10.64268/inspire.v1i1.39
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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