Development of Ethnomathematics-Based E-Module Using the Inquiry Learning Model to Improve Mathematical Problem Solving Ability

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Meiyana Putri
Iwan Junaedi

Abstract

The purpose of this research was to produce an ethnomathematics-based e-module development on an inquiry learning model that was valid, practical, and effective in improving students' mathematical problem-solving ability. This study used the Research and Development (R&D) method with the ADDIE development model, which includes Analysis, Design, Development, Implementation, and Evaluation. Data collection techniques used questionnaires and tests. The data analysis technique used a Likert scale, the one-sided average test, and the two-sided average difference test. The results of this study indicate that e-module have very valid criteria for use in the learning process with an average validity percentage of 88.54%, e-module have very practical criteria for use in the learning process with an average practicality percentage of 87.33%, and e-module are categorized as effective or can improve students' mathematical problem-solving ability, which is indicated by (a) students' mathematical problem-solving ability with ethnomathematics-based e-modules using the inquiry learning model to achieve mastery criteria; (b) students' mathematical problem-solving ability with ethnomathematics-based e-modules using inquiry learning models are better than students' mathematical problem-solving ability in conventional learning.

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How to Cite
Putri, M., & Junaedi, I. (2022). Development of Ethnomathematics-Based E-Module Using the Inquiry Learning Model to Improve Mathematical Problem Solving Ability. Unnes Journal of Mathematics Education, 11(2), 174-182. https://doi.org/10.15294/ujme.v11i2.59938

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