Article Sidebar

Published
Apr 27, 2021
Download
PDF
Statistic
Read Counter : 1334 Download : 1169

Main Article Content

Abstract

The background of this study is mathematics learning outcomes of junior high school students in agricultural areas are still low because they are less motivated to learn mathematics, so that is has an impact on their low learning outcomes. This study aims to find the relationship between musical intelligence and the enhancement of mathematical connection ability by applying Ethnomathematics and the Mozart Effect for increasing students’ motivation to learn mathematics. This study used a quasi-experimental non-equivalent control group design in grade 7 students at SMPN Bojongsoang 1, Kabupaten Bandung. The instruments used were the test of mathematical connection ability, musical intelligence questionnaire, and observation sheets. The results showed that: (1) there were differences in mathematical connection ability of students who received Ethnomathematics and the Mozart Effect learning with students who received direct learning; (2) musical intelligence has a positive impact on the enhancement of students' mathematical connection ability; and (3) students have a positive attitude towards learning with application of Ethnomathematics and the Mozart Effect, and more motivated to learn mathematics. The conclusion of this study is that there is a relationship between musical intelligence and the enhancement of mathematical connection ability, and students are more motivated to learn mathematics. Implication of this research for future research and learning practice is that students' mathematical connection ability can be explored and improved in various ways, one of which is by applying Ethnomathematics and the Mozart Effect in mathematics learning, and can be influenced by many things, one of them is musical intelligence. Therefore, in future research, it would be recommended to study the relationship between musical intelligence and the enhancement of other mathematical abilities using Ethnomathematics and the Mozart Effect.

Keywords

Ethnomathematics Mathematical connection Mozart Effect Musical intelligence

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Author Biography

Dianne Amor Kusuma, (SCOPUS ID: 57197754063) Universitas Padjadjaran

Lektor

References

  1. Campbell, D. (2009). The Mozart effect: Tapping the power of music to heal the body, strengthen the mind, and unlock the creative spirit. New York: Harper Collins.

  2. [Google Scholar]

  3.  

  4. d'Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the learning of Mathematics, 5(1), 44-48.

  5. [Article]     [Google Scholar]

  6.  

  7. Dwipriyoko, E. (2020). Partial Business Process Re-engineering in New Generation Cooperatives Enterprise Architecture Implementation. Journal of Physics: Conference Series, 1477(5), 052033. doi:10.1088/1742-6596/1477/5/052033

  8. [Article]     [Google Scholar]

  9.  

  10. Dwipriyoko, E., & Sari, W. P. (2021). Wireless scoreboard technology architecture for athlete performance data warehouse at multiple table sports games. Journal of Physics: Conference Series, 1764(1), 012058. doi:10.1088/1742-6596/1764/1/012058

  11. [Article]     [Google Scholar]

  12.  

  13. Gardner, H. E. (2011). Frames of mind: The theory of multiple intelligences. Hachette Uk.

  14. [Article]     [Google Scholar]

  15.  

  16. Hendriana, H., Slamet, U. R., & Sumarmo, U. (2014). Mathematical connection ability and self-confidence (an experiment on junior high school students through contextual teaching and learning with mathematical manipulative). International Journal of Education, 8(1), 1-11.

  17. [Article]     [Google Scholar]

  18.  

  19. Haji, S., Abdullah, M. I., Maizora, S., & Yumiati, Y. (2017). Developing students’ability of mathematical connection through using outdoor mathematics learning. Infinity Journal, 6(1), 11-20. doi:10.22460/infinity.v6i1.p11-20

  20. [Article]     [Google Scholar]

  21.  

  22. Hartinah, S., Suherman, S., Syazali, M., Efendi, H., Junaidi, R., Jermsittiparsert, K., & Rofiqul, U. M. A. M. (2019). Probing-prompting based on ethnomathematics learning model: the effect on mathematical communication skill. Journal for the Education of Gifted Young Scientists, 7(4), 799-814. doi:10.17478/jegys.574275

  23. [Article]     [Google Scholar]

  24.  

  25. Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it's here to stay. California: Corwin Press.

  26. [Article]     [Google Scholar]

  27.  

  28. Muhtadi, D., Sukirwan, S., Warsito, W., & Prahmana, R. C. I. (2017). Sundanese Ethnomathematics: Mathematical Activities in Estimating, Measuring, and Making Patterns. Journal on Mathematics Education, 8(2), 185-198. doi:10.22342/jme.8.2.4055.185-198

  29. [Article]     [Google Scholar]

  30.  

  31. Kusuma, D. A., Dewanto, S. P., Ruchjana, B. N., & Abdullah, A. S. (2017). The role of ethnomathematics in West Java (a preliminary analysis of case study in Cipatujah). Journal of Physics: Conference Series, 893(1), 012020. doi:10.1088/1742-6596/893/1/012020

  32. [Article]     [Google Scholar]

  33.  

  34. Kusuma, D. A. (2019a). Peningkatan komunikasi matematis siswa menggunakan pembelajaran kontekstual berbasis etnomatematika dengan penerapan mozart effect (studi eksperimen terhadap siswa sekolah menengah pertama). Teorema: Teori dan Riset Matematika, 4(1), 65-74. doi:10.25157/teorema.v4i1.1954

  35. [Article]     [Google Scholar]

  36.  

  37. Kusuma, D. A. (2019b). Penerapan ethnomathematics dan hypnoteaching pada mata kuliah matematika kimia. JNPM (Jurnal Nasional Pendidikan Matematika), 3(2), 165-176.

  38. [Article]     [Google Scholar]

  39.  

  40. Kusuma, D. A. (2020). Peningkatan representasi matematis menggunakan pembelajaran ethnomathematics dengan penerapan mozart effect. IndoMath: Indonesia Mathematics Education, 3(1), 10-19. doi:10.30738/indomath.v3i1.6286

  41. [Article]     [Google Scholar]

  42.  

  43. Noto, M. S., Hartono, W., & Sundawan, D. (2016). Analysis of students mathematical representation and connection on analytical geometry subject. Infinity Journal, 5(2), 99-108. doi:10.22460/infinity.v5i2.p99-108

  44. [Article]     [Google Scholar]

  45.  

  46. Orey, D., & Rosa, M. (2004). Ethnomathematics and the teaching and learning mathematics from a multicultural perspective. Ethnomathematics and mathematics education. Proceedings of the 10th International Congress of Mathematics Education Copenhagen, 139-148.

  47. [Article]     [Google Scholar]

  48.  

  49. Peni, N. R. N., & Baba, T. (2019). Consideration of curriculum approaches of employing ethnomathematics in mathematics classroom. Journal of Physics: Conference Series, 1321(3), 032125. doi:10.1088/1742-6596/1321/3/032125

  50. [Article]     [Google Scholar]

  51.  

  52. Ponte, J. P., Matos, J. F., Guimarães, H. M., Leal, L. C., & Canavarro, A. P. (1994). Teachers' and students' views and attitudes towards a new mathematics curriculum: A case study. Educational Studies in Mathematics, 26(4), 347-365. doi:10.1007/BF01279520

  53. [Article]     [Google Scholar]

  54.  

  55. Rauscher, F. H., Shaw, G. L., & Ky, C. N. (1993). Music and spatial task performance. Nature, 365(6447), 611-611. doi:10.1038/365611a0

  56. [Article]     [Google Scholar]

  57.  

  58. Roth, E. A., & Smith, K. H. (2008). The Mozart effect: evidence for the arousal hypothesis. Perceptual and motor skills, 107(2), 396-402. doi:10.2466/pms.107.2.396-402

  59. [Article]     [Google Scholar]

  60.  

  61. Rohendi, D., & Dulpaja, J. (2013). Connected Mathematics Project (CMP) model based on presentation media to the mathematical connection ability of junior high school student. Journal of education and practice, 4(4), 17-22.

  62. [Article]     [Google Scholar]

  63.  

  64. Rifqi, A., Rochmad, R., & Suyitno, H. (2021). Critical Thinking Skills Reviewed from Logical-Mathematical and Musical Intelligence on Process Oriented Guided Inquiry Learning. Unnes Journal of Mathematics Education Research, 10(A), 175-183.

  65. [Article]     [Google Scholar]

  66.  

  67. Rubio, J. S. (2016). The Ethnomathematics of the Kabihug Tribe in Jose Panganiban, Camarines Norte, Philippines. Malaysian journal of mathematical sciences, 10, 211-231.

  68. [Article]     [Google Scholar]

  69.  

  70. Stough, C., Kerkin, B., Bates, T., & Mangan, G. (1994). Music and spatial IQ. Personality and Individual Differences, 17(5), 695. doi:10.1016/0191-8869(94)90145-7

  71. [Article]     [Google Scholar]

  72.  

  73. Supiyati, S., Hanum, F., & Jailani, J. (2019). Ethnomathematics in Sasaknese Architecture. Journal on Mathematics Education, 10(1), 47-58. doi:10.22342/jme.10.1.5383.47-58

  74. [Article]     [Google Scholar]

  75.  

  76. Taylor, J. M., & Rowe, B. J. (2012). The “Mozart Effect” and the mathematical connection. Journal of College Reading and Learning, 42(2), 51-66. doi:10.1080/10790195.2012.10850354

  77. [Article]     [Google Scholar]

  78.  

  79. Siregar, N. D., & Surya, E. (2017). Analysis of students’ junior high school mathematical connection ability. International Journal of Sciences: Basic and Applied Research (IJSBAR), 33(2), 309-320.

  80. [Google Scholar]

  81.  

  82. Verrusio, W., Moscucci, F., Cacciafesta, M., & Gueli, N. (2015). Mozart effect and its clinical applications: A review. Journal of Advances in Medicine and Medical Research, 8(8), 639-650. doi:10.9734/BJMMR/2015/17192

  83. [Article]     [Google Scholar]

  84.  

  85. Vitoria, L., & Monawati, M. (2020). Developing ethnomathematics-based worksheet to teach linear equations. Journal of Physics: Conference Series, 1460(1), 012021. doi:10.1088/1742-6596/1460/1/012021

  86. [Article]     [Google Scholar]

  87.  

  88. Widhianawati, N. (2011). Pengaruh pembelajaran gerak dan lagu dalam meningkatkan kecerdasan musikal dan kecerdasan kinestetik anak usia dini. Jurnal Penelitian Pendidikan, 2, 220-228.

  89. [Article]     [Google Scholar]

  90.  

  91. Yaniawati, R. P., Indrawan, R., & Setiawan, G. (2019). Core model on improving mathematical communication and connection, analysis of students’ mathematical disposition. International Journal of Instruction, 12(4), 639-654. doi:10.29333/iji.2019.12441a

  92. [Article]     [Google Scholar]

  93.