Implementation of ethnomathematics through bitingan games on the numerical literacy skills of third-grade students

Abstract

This study aims to examine the differences in numeracy literacy skills among Grade III students of SDI Tahfidz Preneur Daarul Ahsan who were taught through the application of ethnomathematics using bitingan games and those who received instruction through discovery learning. In addition, this research describes the improvement in students’ numeracy literacy skills following the implementation of ethnomathematics through bitingan games. The study employed a quasi-experimental method with a Control Group Pretest–Posttest design. There were two classes: an experimental class and control class. The experimental group received learning treatment through ethnomathematics-based bitingan games, while the control group was taught using the discovery learning. The data collected consisted of pretest and posttest scores. Data were analyzed using both descriptive and inferential statistical techniques. Descriptive statistics included the total number of participants, minimum and maximum scores, mean, standard deviation, and variance, providing an overview of students’ performance distribution. Inferential statistics, consisting of normality tests, homogeneity tests, and t-tests, were applied to determine the significance of differences between the two groups. Furthermore, the n-gain test was used to assess the extent of improvement in students’ numeracy literacy skills. The results revealed a significant difference in numeracy literacy skills between students who received ethnomathematics through bitingan games and those who received discovery learning. Based on the descriptive statistical analysis, the experimental group’s mean score was higher than that of the control group. The improvement in numeracy literacy skills in the experimental class was classified as moderate with an average n-gain value of 0.52. However, not all students in the experimental group achieved the same level of improvement, as variations were observed across low, moderate, and high improvement categories.

 Keywords: Ethnomathematics, bitingan games, and numerical literacy skills.