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All Journal Profesi Pendidikan Dasar
Sakhinah, Haniyah Nur
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Education Mathematics Other

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The Contribution of Ethno-Realistic Mathematics Education (E-RME) Approach to Enhancing Elementary Students’ Critical Thinking Skills Putri, Linda Indiyarti; Afifah, Roudlotul; Istijabah, Kharisatul; Ain, Arifah Nurul; Umami, Ulia Nasroatul; Fatmawati, Fadila; Sakhinah, Haniyah Nur; Qoniah, Lisa Nurul; Jauhari, Roshifah; Guldana A. Begimbetova
Profesi Pendidikan Dasar Vol. 12, No. 2, August 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i2.10034

Abstract

Meaningful mathematics instruction enables students to autonomously construct mathematical concepts and discern their relevance to real-world contexts. The Ethno-Realistic Mathematics Education (E-RME) approach advances this objective by embedding cultural and contextual dimensions within the curriculum, thereby fostering critical thinking and deepening conceptual mastery. This study investigated the efficacy of the E-RME approach in enhancing the critical thinking capacities of primary school pupils. A quasi-experimental design was employed, involving 308 pupils from diverse primary schools, allocated to experimental and control groups. Assessment was conducted using the Generalised Partial Credit Model (GPCM), which facilitates polytomous scoring of two-tier test items to capture nuanced responses. Data were analysed using JASP software to evaluate pupils’ conceptual understanding and reasoning proficiency based on their tiered responses. The findings revealed that the E-RME approach significantly outperformed the conventional instructional model in promoting conceptual understanding and critical thinking, even after adjusting for baseline performance via ANCOVA. These results underscore that superior learning outcomes derive not only from the mathematical content delivered but also from pedagogical strategies that meaningfully integrate mathematics with pupils’ cultural identities and lived experiences
Co-Authors Afifah, Roudlotul Ain, Arifah Nurul Fatmawati, Fadila Guldana A. Begimbetova Istijabah, Kharisatul Jauhari, Roshifah Linda Indiyarti Putri Qoniah, Lisa Nurul Umami, Ulia Nasroatul