PROBLEM BASED LEARNING (PBL) BERBASIS ETNOSAINS DAN ETNOMATEMATIK

Nadiyah; Mardiana; Wahyu Iskandar; Fia Alifah Putri

doi:10.47498/ihtirafiah.v2i02.1338

Nadiyah Institut Agama Islam Muhammad Azim Jambi
Mardiana Institut Agama Islam Muhammad Azim Jambi
Wahyu Iskandar Institut Agama Islam Muhammad Azim Jambi
Fia Alifah Putri Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi

DOI: https://doi.org/10.47498/ihtirafiah.v2i02.1338

Keywords: PBL;

Abstract

This paper aims to see how PBL is integrated with ethnoscience and ethnomamatics. PBL as a contextual model of students often does not find a new direction in approach. This research introduces a new direction of PBL learning schemes through ethnoscience and ethnomamatics. Descriptive qualitative research of Cronin et al., (2008), namely (1) choosing a review topic, (2) finding and selecting appropriate articles, (3) analyzing and synthesizing literature, and 4) conducting a review of writing in a Mix with the development of Thiagarajan's definition. , design, development and dissemination. The results of this study (a) Ethnoscience-based PBL has three conceptual steps (1) A new conceptual framework that is a synergy between ethnoscience and PBL to improve contextuality and meaning in science learning, (2) Steps for developing ethnoscience-based learning, and 3) steps to integrate ethnoscience into PBL and how to apply it in science learning. (b) A PBL-based ethnomathematics approach may improve understanding of mathematics. The integration of teacher performance, student activities, and infrastructure utilization can improve understanding of mathematics based on ethnomathematics designed with a Four-D model (research design) which consists of (1) defining, (2) designing, (3) developing, and (4) spreading.

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