The Effect of the Problem-Based Learning Model Based on Ethnomathematics on Students' Learning Outcomes as Seen in the Face of Learning Styles

Electronic Journal of Education, Social Economics and Technology Vol. 6, No. 2, (2025), pp. 1~7, Article ID: 969 ISSN 2723-6250 (online) DOI: https://doi.org/10.33122/ejeset.v6i2.969 Research Article The Effect of the Problem-Based Learning Model Based on Ethnomathematics on Students' Learning Outcomes as Seen in the Face of Learning Styles M. Ramadhan Evendi, Aswar Anas*, Dimas Anditha cahyo Sujiwo Department of Mathematics Education, Universitas PGRI Argopuro, Jember, Jawa Timur, 68121, Indonesia *Corresponding Author: | Phone: +6281252356531 ABSTRACT This study aims to analyze the effect of the ethnomathematics-based Problem Based Learning (PBL) learning model on students' mathematics learning outcomes in terms of learning styles. The study used a quantitative approach with a quasi-experimental design. The subjects were 60 seventh-grade students of MTs Negeri 10 Jember who were divided into two groups, namely the experimental class and the control class. The experimental class received learning using the ethnomathematics-based PBL model, while the control class received conventional learning. The research instruments included a learning outcome test and a learning style questionnaire. Data analysis was carried out using a t-test (independent sample t-test) to determine differences in learning outcomes between the two groups. The results of the normality test showed that the data were normally distributed (p > 0.05), and the homogeneity test showed that the data variance was homogeneous (p > 0.05). The results of the t-test showed that there was a significant difference between the experimental class and the control class (p = 0.000 < 0.05). The average learning outcomes of students in the experimental class were higher. It can be concluded that the ethnomathematics-based PBL model is effective in improving mathematics learning outcomes, especially for students with a visual learning style. Keywords: Ethnomathematics; Learning Styles; Learning Outcomes; Problem-Based Learning 1. INTRODUCTION Education is a key aspect determining a person's success in life, and it is provided with the goal of preparing students to compete and adapt to the modern world. Education is a strategic aspect of national development that requires serious attention and management because it will improve the quality of human resources, which are the foundation for development (Djonomiarjo, 2018). Education not only equips individuals with academic knowledge but also develops essential skills such as critical thinking, creativity, and problem-solving (Changwong et al., 2018; Nisa et al., 2024). In the era of globalization, education plays a pivotal role in ensuring that individuals can compete on an international scale (Berkat et al., 2025). Quality education fosters innovation, which is essential for economic growth and societal progress. Moreover, education promotes social awareness and responsibility, enabling individuals to contribute positively to their communities. Therefore, continuous improvement in educational systems is crucial to meet the evolving demands of the modern world. One area that plays a crucial role in improving and developing the quality of human resources in education is mathematics. Mathematics is a branch of science whose learning process includes various formulas, numbers, and mathematical symbols (Hasanah et al., 2023). Mathematics is a subject often considered difficult by many. Learning mathematics requires a high level of creative thinking, and learning management is crucial for successful learning. Educators, especially mathematics teachers, must be able to deliver learning effectively and efficiently so that students can ultimately connect what they learn with new things in their environment and become creative and innovative problem-solving individuals (Indrawati, 2023). In the process of learning mathematics, a person's success can be observed from their ability to solve various problems that arise during the learning process (Sachdeva & Eggen, 2021). The effectiveness of mathematics teaching and learning activities can be measured through student learning outcomes. These learning outcomes reflect students' academic achievement, which is achieved through various forms of evaluation, such as exams, assignments, and active participation in question-and-answer sessions that support the achievement of learning objectives (Butar et al., 2022). If students' mathematics learning outcomes show a positive trend, this can be an indicator that the learning process has been effective Page 1 of 7 Evendi et al. Electronic Journal of Education, Social Economic and Technology, Vol. 6, No. 2, (2025), pp.1~7, Article ID: 969 (Fitriah et al., 2023; Sinaga, 2022). Conversely, if student learning outcomes are low, this indicates that the learning activities have not achieved the expected level of success. Furthermore, in active learning, each student has a different learning style. Learning style is one of the abilities each person possesses to absorb, organize, and manage the information they receive (Nuralan et al., 2022). According to Nurnaifah et al., 2022, learning style is a method for obtaining, mastering, and managing information during learning activities. Learning style plays a crucial role in supporting the educational process because it is directly related to how students understand the learning material presented. This includes its relationship to the curriculum, the teaching methods applied, and the assessment system used as a benchmark for learning success (Azzahrah Putri et al., 2021). Student learning styles are a crucial factor in improving the quality of learning. Every student naturally learns differently. By understanding these various learning styles, teachers can be more effective in delivering material, thus optimizing student learning outcomes (Jean Imaniar Djara et al., 2023). Lessons will be easier to understand if teachers present material in a learning style that suits their students. When students approach learning through their own learning styles, we see rapid changes in attitudes and higher levels of achievement. In schools, many teachers teach monotonously and fail to understand students' learning styles, which impacts student academic achievement. (Supit et al., 2023). Therefore, it is important for educators to develop teaching approaches that not only encourage active student participation but also consider their learning styles. One learning model considered effective in addressing this problem is Problem-Based Learning (PBL) (Almulla, 2020; Soamole et al., 2023). Problem-Based Learning (PBL) is a problem-solving-oriented learning approach in which educators act as facilitators, providing students with real-world problems to solve. This model encourages students to develop critical thinking skills. Furthermore, PBL encourages active student involvement in the learning process through inquiry, discussion, and exploration, making the st (...truncated)