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Pembelajaran Etnomatematika Sunda untuk Meningkatkan Kemampuan Pemodelan Matematik dan Kecerdasan Kreatif Mahasiswa PGSD Supriadi Supriadi
EduBasic Journal: Jurnal Pendidikan Dasar Vol 1, No 1 (2019): EduBasic Journal: Jurnal Pendidikan Dasar
Publisher : Universitas Pendidikan Indonesia Kampus Serang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ebj.v1i1.26223

Abstract

Aspects of local culture in learning mathematics in primary school teacher education are still not optimally presented in learning. One way to realize this learning is by learning Sundanese ethnomathematics. The mathematical modeling is very supportive ability in the learning process. The process of mathematical modeling can develop creative intelligence. This article uses the Didactical Design Research method to further optimize the quality of teaching materials. The number of research subjects was 180 of first semester student. The teaching material was tested for success by an experimental method through a test instrument that measured mathematical modeling abilities and creative intelligence. Research results in mathematical modeling ability among students who get mathematics learning using Sundanese ethnomathematics learning is significantly better than students who use conventional learning. There is no interaction between learning models used with educational background groups on mathematical modeling abilities. There is no interaction for creative intelligence. Sundanese ethnomathematics learning with didactic design material can be used as a model of mathematics learning to develop the abilities and dispositions of mathematical creative thinking abilities and dispositions in the elementary school teacher education environment.
Pengaruh Pembelajaran Etnomatemtika Terhadap Kemampuan Berpikir Kritis Matematis Siswa Kelas Tinggi Sekolah Dasar Chindy Anggraeni; Supriadi Supriadi
Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i1.7191

Abstract

Kemampuan berpikir kritis matematis merupakan salah satu kompetensi penting yang perlu dimiliki siswa. Penelitian ini bertujuan untuk mengetahui dan membuktikan apakah pembelajaran etnomatematika lebih berpengaruh dalam meningkatkan kemampuan berpikir kritis siswa di kelas tinggi sekolah dasar dibandingkan dengan pembelajaran kovensinal. Penelitian ini menggunakan desain quasi eksperimen atau eksperimen semu dengan membagi kelas menajdi dua kelompok, yaitu kelompok eksperimen yang diajar dengan pembelajaran etnomatematika permainan yeye (lompat karet) dan kelompok kontrol yang diajar dengan pembelajaran konvensional. Instrumen penelitian berupa tes kemampuan berpikir kritis matematis yang diberikan sebelum dan sesudah perlakuan (pretest dan posttest), Lembar Kerja Peserta Didik (LKPD), dan angket. Hasil analisis uji-t / independent sample t-Test pada nilai posttest siswa adalah 0,000 yang berarti t hitung > t tabel, maka terdapat pengaruh antara variabel independen terhadap variabel dependen. Kemudian pada hasil rata-rata nilai post test siswa kelas eksperimen mengalami kenaikan yang cukup signifikan yaitu sebesar 85,70 sedangkan kelas kontrol hanya sebesar 69,05. Penelitian ini juga membukatikan bahwa pembelajaran etnomatematika lebih efektif untuk meningkatkan kemampuan berpikir kritis matematis siswa kelas tinggi sekolah dasar dibandingkan dengan pembelajaran konvensional. Pada uji deskriptif presentase angket membuktikan bahwa siswa memiliki sikap dan ketertarikan yang baik pada pembelajaran etnomatematika. Berdasarkan data tersebut dapat disimpulkan bahwa penelitian ini membuktikan pembelajaran etnomatematika jauh lebih berpengaruh dalam meningkatkan kemampuan berpikir kritis matematis siswa pada 4 indikator, yaitu menginterpretasi, menganalisis, mengevaluasi, dan menginferensi. Siswa lebih mampu memahami suatu permasalahan dengan menyebutkan apa yang mereka ketahui dalam soal dan apa yang ditanyakan untuk menganalisis dan mengidentifikasi model matematika atau rumus yang akan digunakan sehingga siswa bisa melakukkan evaluasi terhadap perhitungan dengan benar dan membuat kesimpulan atau menginferensi dengan tepat. Sedangkan dengan pembelajaran konvensional, siswa hanya terpaku pada rumus tanpa menginterpretasi, menganalisis, dan mengevaluasi, sehingga tidak mampu menginferensi atau membuat kesimpulan yang tidak tepat
A descriptive analysis of fifth-grade students’ creative thinking skills in solving perimeter problems of plane figures Teti Husniati; Atep Sujana Atep; Encep Supriatna Encep; Supriadi Supriadi
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1094

Abstract

Background: Creative thinking plays a central role in mathematics learning, especially in geometry, where students are required to explore various solution strategies and explain their reasoning clearly. Nevertheless, many elementary students still encounter difficulties in expressing and developing their mathematical ideas when solving problems. Aims: This study aims to provide a descriptive account of fifth-grade students’ creative thinking skills in solving perimeter problems of plane figures, viewed through the indicators of fluency, flexibility, originality, and elaboration. Method: The research employed a descriptive quantitative design involving 24 fifth-grade students. Data were gathered through an open-ended test constructed to reflect the four indicators of creative thinking. Students’ responses were scored using an assessment rubric, and the results were examined through descriptive statistical analysis, including the mean, score range, and standard deviation. Results: Students’ scores ranged from 21 to 84, with a mean of 54.2 (SD = 15.6), indicating that overall creative thinking performance was relatively low. Only 29.2% of students reached the predetermined mastery criterion. Among the four indicators, originality emerged as the strongest aspect, whereas elaboration showed the lowest achievement, revealing students’ challenges in expanding and detailing their ideas Conclusion: The findings suggest that students’ creative thinking skills in perimeter problem solving require further development, particularly in elaborating mathematical reasoning. Strengthening open-ended and reasoning-oriented instructional practices may help enhance creative engagement in geometry learning.
Co-Authors Andika Arisetyawan Atep Sujana Atep Basiran Basiran Chindy Anggraeni Eko Ismiyati Encep Supriatna Encep Ervin Yunia Dwi Antari Sandra Sukmaning Adji Suroyo Suroyo Teti Husniati Tiurlina Tiurlina