Students' Spatial Ability in Learning Non-Euclid Geometry Through Ethnomathematics Approach
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Background and Objective: Non-Euclid geometry is an abstract and difficult subject to learn, but it is mandatory for students. Ethnomathematics approach as a learning approach to improve students' spatial abilities. The purpose of this study was to discover new elements of the spatial capabilities of Non-Euclid Geometry through ethnomathematics learning.
Method: This study applies a micro-genetic method with a factorial experimental research design. The sample of this study was 100 students of Mathematics education. There are three research instruments that have been valid and reliable through expert tests and field trials. Data collection is carried out in two ways: tests and in-depth interviews. Quantitative data were analyzed through structural equation modeling, and qualitative data were analyzed through fixed comparisons. Experimental data were analyzed using ANCOVA.
Results: The results are that the learning of Non-Euclid Geometry through an ethnomathematics approach has a positive impact on students' spatial abilities. The spatial ability of students who were given the Ethnomathematical Learning Approach was higher than those who were given the conventional learning approach for Non- Euclid Geometry Materials.