The influence of self-directed learning on mathematical problem solving ability in problem-based learning with ethnomathematics nuances

Abstract

Abstract The ability that students need in problem solving is self-directed learning which is the ability to determine the learning objectives to be achieved by paying attention to their learning conditions and needs, determining the appropriate learning method of the learning material they want to study, and determining the evaluation methods to assess their learning progress and observe the rapidity of learning according to their respective ability. This research aimed to analyze the effect of self-directed learning on students’ mathematical problem solving ability in ethnomathematics problem-based learning model with Whatsapp group. This research used a combination of quantitative and qualitative methods. The model used in this research was a sequential explanatory model with a posttest-only control design. There were two groups in this research, namely the experimental group and the control group. Randomized class technique was used by the researchers to determine sample of two groups selected from a homogeneous population. The subjects in this research were determined using purposive sampling technique. The results showed that self-directed learning affected students’ mathematical problem solving ability in problem-based learning with ethnomathematics nuances assisted by Whatsapp groups. It was based on the students’ achievement in three self-directed learning categories, namely high category with three indicators, medium category with two indicators, and low category with one indicator.