PENGARUH MODEL PEMBELAJARAN INKUIRI BERBASIS ETNOMATEMATIKA TERHADAP KEMAMPUAN NUMERASI SISWA SMP DITINJAU DARI SELF EFFICACY SISWA

Abstract

This study addresses the issue of students' low numeracy skills. One approach to tackling this problem is the implementation of an ethnomathematics-based inquiry learning model, which allows students to actively investigate, explore, and reflect on mathematical concepts through cultural practices within real-life contexts. The study aims to determine whether the ethnomathematics-based inquiry learning model yields superior numeracy skills compared to conventional learning models, when considering students' self-efficacy. A quantitative approach was employed using a quasi-experimental method and a 2×2 factorial design. The research sample was selected via cluster random sampling. Data were collected through questionnaires, tests, and documentation, and subsequently analyzed using two-way ANOVA with equal cell sizes. The results indicate that: (1) the ethnomathematics-based inquiry learning model has a significant effect on students' numeracy skills; (2) self-efficacy has a significant effect on the numeracy skills of junior high school students; and (3) there is no significant interaction between the ethnomathematics-based inquiry learning model and self-efficacy regarding students' numeracy skills. These findings offer an alternative strategy for teachers to integrate real-world contexts and cultural practices into mathematics instruction, thereby supporting the improvement of students' numeracy skills..