Integrasi Etnomatematika Dalam Pembelajaran PBL Untuk Menumbuhkan Kreativitas Dan Cara Berpikir Kritis Siswa SMP
Abstract
Integrasi etnomatematika dalam pembelajaran matematika penting untuk menghadirkan konteks budaya lokal yang bermakna serta menumbuhkan kreativitas dan berpikir kritis siswa SMP. Dalam pembelajaran abad ke-21, model Problem-Based Learning (PBL) dinilai efektif karena melibatkan siswa dalam pemecahan masalah autentik yang relevan dengan realitas budaya mereka. Oleh karena itu, penelitian ini bertujuan mengkaji efektivitas integrasi etnomatematika dalam PBL terhadap kreativitas dan kemampuan berpikir kritis siswa. Penelitian menggunakan desain mixed methods sequential explanatory dengan subjek siswa kelas VIII SMP yang dipilih melalui cluster random sampling. Data dikumpulkan melalui tes kreativitas dan berpikir kritis, observasi, serta wawancara, selama empat pertemuan pembelajaran PBL berbasis etnomatematika. Analisis kuantitatif dilakukan menggunakan paired t-test dan effect size, sedangkan data kualitatif dianalisis melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa integrasi etnomatematika dalam PBL secara signifikan meningkatkan kreativitas dan kemampuan berpikir kritis siswa. Konteks budaya terbukti memperkuat proses kognitif dan afektif dalam pembelajaran matematika. Implikasinya, guru disarankan mengintegrasikan budaya lokal secara sistematis dalam PBL, dan penelitian selanjutnya dapat mengembangkan perangkat etnomatematika-PBL yang lebih luas dan terstandar.
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