<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran RME (Realistic Mathematics Education) berbasis etnomatematika terhadap pemahaman konsep geometri siswa. Subjek penelitian kelas eksperimen sebanyak 35 siswa dan kelas kontrol sebanyak 35 siswa dengan teknik pengambilan sampel yaitu Proporsive sampling. Metode penelitian yang digunakan merupakan penelitian kuantitatif dengan jenis penelitian Quasi Eksperimental Design dengan desain penelitian Non Equivalent Control Group Design. Adapun instrumen penelitian yang digunakan pada penelitian ini, yaitu perangkat pembelajaran berupa modul saja, LKPD, lembar tes, lembar observasi keterlaksanaan pembelajaran, lembar aktivitas peserta didik, dan lembar angket respon didik. Hasil penelitian menunjukan pemahaman konsep geometri siswa sebelum diterapkan pembelajaran (RME) berbasis etnomatematika pada kelas eksperimen rata-rata sebesar 22,86, sedangkan pada kelas kontrol rata-rata sebesar 31,31. Sedangkan hasil belajar matematika setelah diterapkan pembelajaran (RME) berbasis etnomatematika pada kelas eksperimen dengan nilai rata-rata sebesar 68,23, sedangkan pada kelas kontrol nilai rata-rata sebesar 59,03. Berdasarkan hasil uji independent sample t-test diperoleh nilai sig. (2-tailed) adalah 0,003 Sehingga terdapat perbedaan penerapan model realistic mathematics education berbasis etnomatematika terhadap pemahaman konsep geometri siswa. This study aims to determine the effect of implementing the RME (Realistic Mathematics Education) learning model based on ethnomathematics on students' understanding of geometric concepts. The subjects of the experimental class were 35 students and the control class was 35 students with a sampling technique of Proportional sampling. The research method used was quantitative research with the type of Quasi Experimental Design research with a Non Equivalent Control Group Design research design. The research instruments used in this study were learning devices in the form of modules only, LKPD, test sheets, observation sheets for the implementation of learning, student activity sheets, and student response questionnaire sheets. The results of the study showed that students' understanding of geometric concepts before the implementation of ethnomathematics-based learning (RME) in the experimental class averaged 22.86, while in the control class the average was 31.31. While the results of mathematics learning after the implementation of ethnomathematics-based learning (RME) in the experimental class with an average value of 68.23, while in the control class the average value was 59.03. Based on the results of the independent sample t-test, the sig. value was obtained. (2-tailed) is 0.003 <0.05 So there is a difference in the application of the realistic mathematics education model based on ethnomathematics to students' understanding of geometric concepts.. ]]>
