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All Journal International Journal of Evaluation and Research in Education (IJERE) DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Civics: Media Kajian Kewarganegaraan Jurnal Prima Edukasia DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi Pelita : Jurnal Penelitian dan Karya Ilmiah JISAE (Journal of Indonesian Student Assesment and Evaluation) FOUNDASIA Jurnal Pendidikan MIPA
Firmansyah, Firmansyah
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Education Mathematics Social Sciences Other

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Enhancing Students' Mathematical Creative Thinking through Ethnomathematics - Based Differentiated Learning Ade Gusti Ningsih; Firmansyah Firmansyah; Woro Sri Hastuti; Sekar Purbarini Kawuryan; Arief Kuswidyanarko; Iqbal Ainur Rizki
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study focused on the impact of differentiated learning based on ethnomathematics on students’ mathematical creative thinking skills, with particular attention to the influence of differences in their readiness and initial abilities. The aim of this study is to analyses the efficacy of ethnomathematics-based differentiated learning in enhancing students’ mathematical creative thinking abilities. The study was conducted with 47 students enrolled in the elementary school teacher education program at Yogyakarta State University. The data were collected using a pretest and posttest, employing a descriptive quantitative approach. The findings revealed a notable enhancement in mathematical creative thinking proficiency, with an initial mean score of 68.55 on the pretest, which increased to 86.10 on the posttest following the implementation of an ethnomathematics-based differentiated learning approach. The Shapiro-Wilk normality test, conducted on SPSS 25, indicates that the data are not normally distributed, as the significance value (Sig) is less than α. The Wilcoxon nonparametric test yielded an Asymp. Sig (2-tailed) value of 0.001. The results demonstrate that ethnomathematics-based differentiated learning notably impacts students’ mathematical creative thinking abilities. This approach integrates local culture into mathematics learning, improving concept understanding and encouraging students’ active involvement in discussions and presentations. Developing an approach that combines differentiated strategies with elements of ethnomathematics makes a practical and theoretical contribution to mathematics education. This study confirms that the integration of local culture is relevant in mathematics learning and is essential for shaping future teachers who can create inclusive, adaptive, and meaningful learning environments.        Keywords: differentiated learning, ethnomatematics, mathematics creative thinking (MCT).DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1618-1634
Co-Authors Ade Gusti Ningsih Albi Anggito Amalia Rizki Ardiansyah Angga Damayanto Anggi Tias Pratama Anwar Senen Aprilia Lidyasari Arief Kuswidyanarko Dennis Dwi Kurniawan Dian Satria Charismana Erwin Setyo Kriswanto Fajar Sidik Fathurrohman, Fathurrohman Herwin Hidayati Hidayati Iqbal Ainur Rizki Irfan Wahyu Prananto Kintan Limiasi Kurniawati Kurniawati Mujinem Mujinem Nurjannah Nurjannah Ranintya Meikahani Rizki Mulyawan Rizqa Devi Anafiza Rozanah Katrina Herda Safitri Yosita Ratri Sekar Purbarini K. Sekar Purbarini Kawuryan Shakila Che Dahalan Suparlan Suparlan Wardani Rahayu Woro Sri Hastuti Wuri Wuryandani