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All Journal Jurnal Riset Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika JURNAL PENDIDIKAN TAMBUSAI Berkala Ilmiah Pendidikan Room of Civil Society Development Jurnal Pendidikan Surya Edukasi (JPSE) Jurnal Pendidikan MIPA Room of Civil Social Development AKSIOMA
Muhammad Irfan Rumasoreng
LB IAIN Ambon
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Berkala Ilmiah Pendidikan

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Integrating Ethnomathematics into Mathematics Learning: Effects on Students' Critical Thinking Skills, Self-Efficacy, and Learning Motivation Nuryadi, Nuryadi; Juwandi, Juwandi; Rumasoreng, Muhammad Irfan; Taufik, Muhammad
Berkala Ilmiah Pendidikan Vol. 5 No. 3 (2025): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v5i3.1915

Abstract

This study examines the effects of learning motivation and mathematical self-efficacy on students' critical thinking skills in an ethnomathematics-based learning context. A quantitative correlational design was employed. The sample consisted of 34 eighth-grade students selected through simple random sampling. Data were collected using a learning motivation questionnaire, a mathematical self-efficacy questionnaire, and a critical thinking test designed based on culturally contextualized mathematical problems. Data were analyzed using regression and path analysis. The results show that mathematical self-efficacy has a significant positive effect on students' critical thinking skills (β = 0.550, p < 0.05), while learning motivation does not have a significant direct effect (β = 0.237, p > 0.05). Simultaneously, learning motivation and self-efficacy significantly influence critical thinking skills, with a coefficient of determination of 0.464. This indicates that these variables can explain 46.4% of the variance in critical thinking skills within an ethnomathematics-based learning environment. These findings suggest that students' confidence in their mathematical abilities plays a more dominant role than motivation in supporting critical thinking, particularly when engaging with culturally contextualized mathematical tasks. Ethnomathematics-based learning provides meaningful contexts that enhance engagement; however, its effectiveness in fostering higher-order thinking depends largely on students' self-efficacy. This study highlights the importance of integrating culturally responsive approaches in mathematics education while simultaneously strengthening students' self-efficacy to optimize the development of critical thinking.
Co-Authors Anggit Prabowo, Anggit Dafid Slamet Setiana Fariha, Naela Faza Ili, La Juwandi, Juwandi Latuconsina, Adam Mahayati, Meta Muhammad Farid Nasrulloh MUHAMMAD TAUFIK Nafida Hetty Marhaeni Nanang Khuzaini, Nanang Nuryadi Nuryadi Primandani, Kewia Purwanto, Arie Sahidin, Latief Sugiman Sugiman