<![CDATA[This study aimed to examine the effectiveness of the integrated STEAM-based ethnomathematics project based learning (PjBL) model on mathematical creative thinking skills in relation to students’ self-efficacy. A quantitative approach was employed using a posttest-only control group quasi-experimental design. The research involved 62 eighth-grade junior high school students, divided into a control group and an experimental group. The research instruments comprised a mathematical creative thinking ability test and a self-efficacy questionnaire. A two-way ANOVA and a binomial test were conducted to assess learning achievement. The results indicated that there was a difference in mathematical creative thinking ability between students taught using the ethnomathematics-based STEAM-integrated PjBL model and those taught using conventional methods. There was also a difference in mathematical creative thinking ability across high, moderate, and low levels of self-efficacy. No significant interaction was found between the PjBL model and self efficacy on mathematical creative thinking ability. The findings also indicated that the application of the ethnomathematics-based STEAM-integrated PjBL model significantly met learning completeness criteria both individually and at the class level. Overall, the ethnomathematics-based STEAM-integrated PjBL model is an effective and relevant approach to enhance students’ mathematical creative thinking abilities while supporting the achievement of learning completeness in a meaningful local cultural context. ABSTRAKTujuan penelitian ini guna menelaah keefektifan model Project Based Learning (PjBL) terintegrasi STEAM berbasis etnomatematika terhadap kemampuan berpikir kreatif matematis ditinjau dari efikasi diri siswa. Pendekatan kuantitatif digunakan pada penelitian ini dengan desain quasi experiment jenis posttest-only control group. Subjek penelitian terdiri dari 62 siswa kelas VIII SMP yang dibagi menjadi dua kelompok, yaitu kelompok kontrol dan eksperimen. Instrumen penelitian meliputi tes kemampuan berpikir kreatif matematis dan kuesioner efikasi diri. Dilakukan uji ANOVA dua arah dan uji binomial untuk mengukur ketuntasan belajar. Hasil penelitian mengungkapkan bahwa: (1) ada perbedaan kemampuan berpikir kreatif matematis siswa menggunakan model PjBL terintegrasi STEAM berbasis etnomatematika dengan siswa yang belajar menggunakan metode konvensional; (2) ada perbedaan kemampuan berpikir kreatif matematis berdasarkan tingkat efikasi diri tinggi, sedang, dan rendah; (3) tidak ditemukan interaksi yang signifikan antara model PjBL dan efikasi diri terhadap kemampuan berpikir kreatif matematis; (4) penerapan model PjBL terintegrasi STEAM berbasis etnomatematika secara signifikan memenuhi ketuntasan belajar baik secara individu maupun klasikal. PjBL terintegrasi STEAM berbasis etnomatematika merupakan solusi efektif dan relevan untuk memberdayakan kemampuan berpikir kreatif matematis siswa sekaligus mendorong tercapainya ketuntasan belajar dalam konteks budaya lokal yang bermakna.]]>
