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Problem Solving Ability Based Curiousity Through Assistance and CPS Learning Assisted with Ethnomathematics Nuanced Modules

Unnes Journal of Mathematics Education Research · Vol. 8 No. 1 (2018) · hlm. 1–9

ISSN
2502-4507, 2252-6455
Terbit
2018-11-23
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to (1) determine the effectiveness of creative problem solving (CPS) learning assisted with Ethnomathematics nuanced modules on problem solving abilities (2) find out the differences in problem solving abilities of students with CPS learning assisted with Ethnomathematics nuanced modules (experiment 1), CPS module assistance classes Ethnomathematics nuance and control class (experiment 2), (3) describe problem solving ability based on curiosity of students in CPS learning class assisted with Ethnomathematics nuanced modules. This study applied a mixed method with concurrent embedded design. Quantitative data was obtained through questionnaires and tests that were analyzed by using the t-test and regression. Qualitative data was obtained through documentation and interviews of subjects selected based on the level of curiosity. Based on the results of the study obtained (1) CPS learning assisted with Ethnomathematics nuanced modules effectively improve the problem solving abilities. (2) there are differences in problem solving abilities in experimental class 1, experiment 2 and control class (3) Qualitative analysis of this study explained that students with high curiousity were able to complete 4 stages of problem solving, meanwhile, students with low and moderate curiosity have varying abilities but less good in completing the implementation phase of the completion plan. Students with low curiosity are not good at planning completion plans.

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  • State University of Semarang
  • Universitas Airlangga
  • State University of Gorontalo
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Rekan penulisOrganisasiArtikel bersama
Kartono KartonoUniversitas Airlangga3
Hardi SuyitnoAfiliasi tidak diketahui2
Mulyono MulyonoAfiliasi tidak diketahui2
Mukeriyanto MukeriyantoAfiliasi tidak diketahui2
Rochmad RochmadAfiliasi tidak diketahui2
Walid WalidState University of Semarang1
Nurul HidayatiAfiliasi tidak diketahui1
Muji nastitiAfiliasi tidak diketahui1
Danny PratiwiAfiliasi tidak diketahui1
Isnaini RosyidaAfiliasi tidak diketahui1
Siti Ismiatul KharomahAfiliasi tidak diketahui1
Kristina WijayantiAfiliasi tidak diketahui1
Fenti NugraheniAfiliasi tidak diketahui1
Sugiman SugimanState University of Semarang1
Supriyanti SupriyantiAfiliasi tidak diketahui1
Hery SutartoState University of Semarang1
Dian Insani AbdullahAfiliasi tidak diketahui1
Mashuri MashuriAfiliasi tidak diketahui1
Lusi NofitasariAfiliasi tidak diketahui1
Isti HidayahAfiliasi tidak diketahui1
Putri Reno Lenggo GeniAfiliasi tidak diketahui1
Ika FitriyaniAfiliasi tidak diketahui1
Delta Aringga RakhmiAfiliasi tidak diketahui1
Joko SusiloAfiliasi tidak diketahui1
Scolastika MarianiAfiliasi tidak diketahui1
Tyas Ayun EndramawatiAfiliasi tidak diketahui1
Wiwik AngreanisitaAfiliasi tidak diketahui1
Friantiani SafitriAfiliasi tidak diketahui1
Masrukan MasrukanState University of Semarang1
Taulia DamayantiState University of Gorontalo1
Dwijanto DwijantoAfiliasi tidak diketahui1
Siti NurcholifahAfiliasi tidak diketahui1
Mohammad AsikinAfiliasi tidak diketahui1
Suryandaru Prasetyo JatiAfiliasi tidak diketahui1
Yolanda Astrid AnintyaAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/ujmer/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Problem Solving Ability Based Curiousity Through Assistance and CPS Learning Assisted with Ethnomathematics Nuanced Modules</dc:title>
	<dc:creator>Barata, Agriat</dc:creator>
	<dc:creator>Mastur, Zaenuri</dc:creator>
	<dc:creator>Sukestyarno, Y.L</dc:creator>
	<dc:description xml:lang="en-US">This study aims to (1) determine the effectiveness of creative problem solving (CPS) learning assisted with Ethnomathematics nuanced modules on problem solving abilities (2) find out the differences in problem solving abilities of students with CPS learning assisted with Ethnomathematics nuanced modules (experiment 1), CPS module assistance classes Ethnomathematics nuance and control class (experiment 2), (3) describe problem solving ability based on curiosity of students in CPS learning class assisted with Ethnomathematics nuanced modules. This study applied a mixed method with concurrent embedded design. Quantitative data was obtained through questionnaires and tests that were analyzed by using the t-test and regression. Qualitative data was obtained through documentation and interviews of subjects selected based on the level of curiosity. Based on the results of the study obtained (1) CPS learning assisted with Ethnomathematics nuanced modules effectively improve the problem solving abilities. (2) there are differences in problem solving abilities in experimental class 1, experiment 2 and control class (3) Qualitative analysis of this study explained that students with high curiousity were able to complete 4 stages of problem solving, meanwhile, students with low and moderate curiosity have varying abilities but less good in completing the implementation phase of the completion plan. Students with low curiosity are not good at planning completion plans.
&amp;nbsp;</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2018-11-23</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/ujmer/article/view/27305</dc:identifier>
	<dc:source xml:lang="en-US">Unnes Journal of Mathematics Education Research; Vol 8 No 1 (2019): June 2019; 1-9</dc:source>
	<dc:source>2502-4507</dc:source>
	<dc:source>2252-6455</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/ujmer/article/view/27305/11951</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 Unnes Journal of Mathematics Education Research</dc:rights>
</oai_dc:dc>