A framework for Active Learning in Secondary Mathematics in Indonesia

: A Case Study using Ethnomathematics Approach

Abstract

The 2013 Curriculum is an endeavour by the Indonesian government to improve education in Indonesia. International comparisons revealed that there was substantial room for development in mathematics education. Indonesia has participated in the Programme for International Student Assessment (PISA) since 2000. The pattern of results has remained the same: Indonesia's achievements are behind other participating countries. The key element of the 2013 Curriculum is using the Scientific Approach (Observing, Asking, Exploring, associating, and communicating) as the fundamental pedagogy, emphasising active learning. However, the 2013 Curriculum has not significantly affected Indonesia's education quality since its introduction. The purpose and significance of this research are to explore whether incorporating teaching mathematics through cultural aspects (ethnomathematics resources) that are close to the student's day-to-day lives within a revised implementation of the Scientific Approach - the Dynamic Implementation of Scientific Approach (DISA) framework can be beneficial in terms of encouraging more teachers to implement active learning and of improving student learning outcomes (thereby improving Indonesia performance in international comparisons such as PISA).The study begins with producing a theoretical DISA framework based on analysing established active learning pedagogies in mathematics. The first phase of data collection (benchmarking) was collected from teachers and students using a variety of qualitative methods. This data was used to modify the theoretical framework to produce an initial DISA framework and to inform the design of ethnomathematics learning resources. The second phase of data collection (implementation) used the initial DISA framework and ethnomathematics learning resources in teaching geometry to grade VII students in experimental schools. In addition, data was collected from control schools using prevailing teaching methods. Mixed methods were used to demonstrate an improvement in learning outcomes in the experimental group and to make further improvements to produce a modified DISA framework. The third phase (validation) received input from teachers, leading to the production of the final DISA framework.The primary contribution of this thesis lies in the proposed final DISA framework and includesthe cultural context as one of the elements of the DISA framework. This study has shown that using the DISA framework with ethnomathematics learning resources produces better educational outcomes regarding student learning, students' attitudes to mathematics, self confidence, and soft skills (particularly communication). This has the potential to alter students' attitudes towards pursuing mathematics in the future and improve their mathematics performance. Furthermore, the DISA framework is attractive to teachers who are inspired to use it. However, the real challenges in using it need to be acknowledged and addressed. These include a lack of school facilities, appropriate resources, teachers not having enough time (both with students in the classroom and for preparation outside the classroom), and underqualified teachers. In addition, this study has implications for governance policy recommendations in implementing active learning, particularly the Scientific Approach, so that it can have tangible effects on improving the quality of education in Indonesia.

Date of Award	Dec 2023
Original language	English
Awarding Institution	Coventry University
Supervisor	Duncan Lawson (Supervisor), Farzana Aslam (Supervisor) & Megan Crawford (Supervisor)