Meta-analysis Study of the effectiveness of the ethnomathematical approach on Students’ Achievement
DOI:
https://doi.org/10.47750/pegegog.14.01.22Keywords:
students’ achievement, ethnomatematics, effect size, meta-analysisAbstract
The ethnomathematics approach is considered effective on students' mathematics learning achievement. Integrating culture and mathematics can provide meaningful mathematics learning so that it makes it easier for students to understand mathematical concepts. However, previous research investigating the effectiveness of applying an ethnomathematics approach to mathematics learning achievement showed ambiguous results. Therefore, this study will test the effectiveness of the ethnomathematics approach to student achievement compared to conventional learning with a meta-analysis approach. This study analyzed 14 effect sizes from 11 primary studies published in national and international journals that met the inclusion criteria. Data collection uses the online database Google Scholar, Education Resources Information Center (ERIC), Directory of Open Access (DOAJ), Springer publishing, AIP Proceedings, IOP Sciences, and Elsevier. The results of the analysis using the random-effect approach obtained a combined effect size of (d=1.35; p<0.05). This value is included in the very large effect category. Therefore, it can be concluded that the use of the ethnomathematics approach has a significant effect on students' mathematics achievement when compared to conventional learning. The findings of this meta-analysis show the consistency of the publication of research results regarding the effectiveness of using the ethnomathematics approach to student achievement. This research can also be used as a basis for decision making by educators in improving the quality of learning mathematics in the classroom.
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