000124039 001__ 124039
000124039 005__ 20230224162834.0
000124039 0247_ $$2doi$$a10.29408/jel.v9i1.7262
000124039 0248_ $$2sideral$$a132573
000124039 037__ $$aART-2023-132573
000124039 041__ $$aeng
000124039 100__ $$aPrahmana, Rully Charitas Indra
000124039 245__ $$aTrivium curriculum in Ethno-RME approach: an impactful insight from ethnomathematics and realistic mathematics education
000124039 260__ $$c2023
000124039 5060_ $$aAccess copy available to the general public$$fUnrestricted
000124039 5203_ $$aIn implementing Ethnomathematics-Realistic Mathematics Education (Ethno-RME), teaching mathematics correctly is needed through learning practices in teaching and learning activities. This pedagogical activity requires guidance in the form of a curriculum. So, the teacher can determine the ethnomathematics context as a starting point in teaching mathematics using Ethno-RME. Therefore, this paper focuses on constructing an Ethno-RME curriculum to guide teachers to apply Ethno-RME in their learning process. This research was collected data from a few relevant kinds of literature to build the Ethno-RME curriculum, such as literature about the D’Ambrosio trivium curriculum, the principles, and character of RME, and literature about the implementation of RME and Ethnomathematics in school. Then, the data were reviewed, criticized, and synthesized, which was done by integrating the ideas in the literature with the new ideas to form the new concept and formula for Ethno-RME curriculum. This study comprehensively explains the goal of Ethno-RME learning, Ethno-RME competencies, and the procedure of Ethno-RME learning. Its process consists of several steps: determining, exploring, processing, and finding mathematics in the ethnomathematics context. Furthermore, this procedure continues with conducting self-development models and critical reflection as an assessment.
000124039 540__ $$9info:eu-repo/semantics/openAccess$$aby-sa$$uhttp://creativecommons.org/licenses/by-sa/3.0/es/
000124039 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000124039 700__ $$0(orcid)0000-0002-7725-3917$$aArnal-Palacián, Mónica$$uUniversidad de Zaragoza
000124039 700__ $$aRisdiyanti, Irma
000124039 700__ $$aRamadhani, Rahmi
000124039 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000124039 773__ $$g9, 1 (2023), 298-316$$tJurnal Elemen Program Studi Pendidikan Matematika STKIP Hamzanwadi Selong$$x2442-4226
000124039 8564_ $$s546062$$uhttps://zaguan.unizar.es/record/124039/files/texto_completo.pdf$$yVersión publicada
000124039 8564_ $$s2073582$$uhttps://zaguan.unizar.es/record/124039/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000124039 909CO $$ooai:zaguan.unizar.es:124039$$particulos$$pdriver
000124039 951__ $$a2023-02-24-14:24:31
000124039 980__ $$aARTICLE