Analysis of Numeracy Skills in Problem-Based Learning Based on Ethnomathematics
Analisis Kemampuan Numerasi Pada Pembelajaran Problem Based Learning Berbasis Etnomatematika
DOI:
10.29303/jm.v8i3.12500Published:
2026-09-19Downloads
Abstract
This study was prompted by the fact that students were unable to fully utilize their literacy skills when working on the Pythagorean theorem. The objective of this study is to describe students’ numeracy skills in relation to the minimum proficiency criteria for the Pythagorean theorem. The research method used in this study is the grounded theory design. The subjects of this study were 32 eighth-grade students from Class VIII A at the public junior high school. Data collection utilized a test. The data collection phase was conducted face-to-face. The test questions consisted of problems involving the Pythagorean theorem. These questions were first reviewed by an evaluator, a mathematics teacher at the public junior high school. The data was analyzed through the stages of data reduction, data presentation, and drawing conclusions. The numeracy skills of students at SMP Negeri 3 Kalasan were categorized as high. The results of the study showed that 17 students scored high on the numeracy skills test, 6 students were categorized as moderate, and 9 students were categorized as low.
Keywords:
Analysis; Numeracy; Ethnomathematics; StudentsReferences
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