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Abstract

In the 21st century, understanding variability and developing statistical investigation skills are crucial for enhancing students' data literacy. However, these essential skills are often overlooked, limiting students' growth in numeracy whereby statistical problems are frequently disconnected from real-world or cultural contexts, reducing student engagement. To address this issue, this study integrates the culturally relevant context of Lemang Batok, which enhances students' ability to understand, apply, and analyze data through appropriate statistical concepts. The research uses an ethno-flipped classroom model that promotes flexible, collaborative learning, aiming to design a learning trajectory for teaching descriptive statistics in this context to improve numeracy skills. Utilizing design research methodology, specifically a validation study, the research followed three phases: preliminary design, experimental design, and retrospective analysis. The subjects were junior high school students from Medan and Binjai Cities, North Sumatera-Indonesia. The results indicated that the learning trajectory developed through tiered discussions significantly improved students' numeracy skills in descriptive statistics, as evidenced by increased critical thinking and enhanced abilities to analyze variability.

Keywords

Descriptive Statistics Learning Design Research Ethno-Flipped Classroom Model Learning Trajectory Lemang Batok Context

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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Ramadhani, R., Prahmana, R. C. I., Soeharto, & Saleh, A. (2024). Integrating traditional food and technology in statistical learning: A learning trajectory. Journal on Mathematics Education, 15(4), 1269–1302. https://doi.org/10.22342/jme.v15i4.pp1269-1302
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