Development of Teaching Module Using Probing Prompting Based on Ethnomathematics to Improve Students' Mathematical Communication Ability
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| Formato: | Recurso digital |
| Lenguaje: | inglés |
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Zenodo
2025
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| _version_ | 1866901843963019264 |
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| author | Alya Riskina Arivatul, Mufida Susanto Erfan, Yudianto Didik Sugeng, Pambudi Frenza Fairuz, Firmansyah |
| author_facet | Alya Riskina Arivatul, Mufida Susanto Erfan, Yudianto Didik Sugeng, Pambudi Frenza Fairuz, Firmansyah |
| contents | <h4>Abstract :</h4> <p>This research aims to develop a teaching module using a probing-prompting learning model based on ethnomathematics on the topic of flat-sided solid geometry to improve the mathematical communication ability of junior high school (SMP) students, ensuring it is valid, practical, and effective. The study employed the 4D development model (Define, Design, Develop, Disseminate), followed by a quasi-experimental study using a non-equivalent control group design. The subjects of this research were ninth-grade students at SMP Negeri 1 Sukosari, Bondowoso. The module validation results showed a very valid criterion with an average validity percentage of 92.5%7. The practicality test results obtained a value of 91.3% in the very practical category. The effectiveness test showed a significant difference in mathematical communication ability between the experimental and control classes with a significant (p < 0,05) value. Thus, the teaching module using probing-prompting based on ethnomathematics can be used to improve the mathematical communication ability of junior high school students because it is valid, practical, and effective10. Based on these results, teachers are expected to implement the probing prompting learning module by creating question guides that can enhance students’ mathematical communication ability and can be adapted to local cultural contexts as an alternative teaching material.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_17938135 |
| institution | Zenodo |
| language | eng |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Development of Teaching Module Using Probing Prompting Based on Ethnomathematics to Improve Students' Mathematical Communication Ability Alya Riskina Arivatul, Mufida Susanto Erfan, Yudianto Didik Sugeng, Pambudi Frenza Fairuz, Firmansyah Ethnomathematics, mathematical communication, Probing Prompting, Spatial Structures, Teaching Modules. <h4>Abstract :</h4> <p>This research aims to develop a teaching module using a probing-prompting learning model based on ethnomathematics on the topic of flat-sided solid geometry to improve the mathematical communication ability of junior high school (SMP) students, ensuring it is valid, practical, and effective. The study employed the 4D development model (Define, Design, Develop, Disseminate), followed by a quasi-experimental study using a non-equivalent control group design. The subjects of this research were ninth-grade students at SMP Negeri 1 Sukosari, Bondowoso. The module validation results showed a very valid criterion with an average validity percentage of 92.5%7. The practicality test results obtained a value of 91.3% in the very practical category. The effectiveness test showed a significant difference in mathematical communication ability between the experimental and control classes with a significant (p < 0,05) value. Thus, the teaching module using probing-prompting based on ethnomathematics can be used to improve the mathematical communication ability of junior high school students because it is valid, practical, and effective10. Based on these results, teachers are expected to implement the probing prompting learning module by creating question guides that can enhance students’ mathematical communication ability and can be adapted to local cultural contexts as an alternative teaching material.</p> |
| title | Development of Teaching Module Using Probing Prompting Based on Ethnomathematics to Improve Students' Mathematical Communication Ability |
| topic | Ethnomathematics, mathematical communication, Probing Prompting, Spatial Structures, Teaching Modules. |
| url | https://doi.org/10.5281/zenodo.17938135 |