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All Journal Jurnal Dimensi Pendidikan dan Pembelajaran Didaktika: Jurnal Kependidikan
Isnatul Kurnia
Universitas Negeri Malang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Efektivitas Pendekatan Etnomatematika Berbasis Culturally Responsive Teaching terhadap Kemampuan Berpikir Komputasi Sigit Wibowo; Yuniawatika Yuniawatika; Rifqi Al Farizza; Isnatul Kurnia; Muhamad Candra Ari Nata
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3189

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas pendekatan etnomatematika berbasis Culturally Responsive Teaching (CRT) terhadap kemampuan berpikir komputasi siswa sekolah dasar. Latar belakang penelitian ini berangkat dari rendahnya kemampuan berpikir komputasi siswa Indonesia yang ditandai dengan kesulitan menguraikan masalah, mengenali pola, dan menyusun langkah algoritmik dalam pembelajaran matematika. Penelitian menggunakan metode kuantitatif dengan desain eksperimen semu (quasi-experimental design) tipe Nonequivalent Control Group Design. Sampel penelitian melibatkan 121 siswa kelas V SD di Gugus 1 Kecamatan Ngajum, Kabupaten Malang, yang terdiri atas 61 siswa kelas eksperimen dan 60 siswa kelas kontrol. Kelas eksperimen mengikuti pembelajaran matematika berbasis etnomatematika melalui permainan tradisional yang diintegrasikan dengan prinsip CRT, sedangkan kelas kontrol mengikuti pembelajaran konvensional berbasis Technological Pedagogical Content Knowledge (TPACK). Data dikumpulkan melalui wawancara, dokumentasi, dan tes kemampuan berpikir komputasi yang mencakup empat indikator: decomposition, pattern recognition, abstraction, dan algorithmic thinking. Analisis data dilakukan menggunakan independent sample t-test dengan bantuan SPSS 25.0. Hasil penelitian menunjukkan adanya perbedaan signifikan antara kelompok eksperimen dan kontrol (p < 0,05), dengan peningkatan skor rata-rata sebesar 5,64 pada kelas eksperimen dan 3,3 pada kelas kontrol. Temuan ini mengindikasikan bahwa integrasi konteks budaya lokal dalam pembelajaran matematika mampu meningkatkan keterlibatan, motivasi, serta kemampuan berpikir logis dan sistematis siswa. Pendekatan etnomatematika berbasis CRT terbukti efektif dalam mengembangkan kemampuan berpikir komputasi sekaligus menumbuhkan kesadaran budaya dan rasa identitas siswa. Penelitian ini merekomendasikan penerapan model pembelajaran responsif budaya sebagai alternatif strategis dalam pendidikan matematika untuk memperkuat literasi komputasi abad ke-21 di sekolah dasar.
Pengaruh Model Pembelajaran PjBL dengan Pendekatan CTL terhadap Kemampuan Pemecahan Masalah Siswa Kelas V Isnatul Kurnia; Lilik Bintartik
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 14 No 1 (2026): Januari
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v14i1.13061

Abstract

Problem-solving abilities are important for adapting to new situations, and students as the future leaders of civilization, need to have the competence to solve various problems. This has the objective to examine the effect of the PjBL learning model with the CTL approach on the fifth-grade’s problem-solving abilities. This study utilize quantitative approach with a quasi-experimental design and nonequivalent control group design. The subject in this research were fifth-grade at SD Negeri Kalipang 1, with a sample size of 21 students in the control class and 23 students in the experimental class. The experimental class was given treatment of the PjBL learning model with CTL Approach, while the control class was given cooperative learning. The data in this study were collected using observation and tests. This research found that the execution of the CTL-based PjBL Model in the experimental class was 80.6% in the first cycle and 90.42% in the second cycle. From these results, it can be racionated that the implementation of the PjBL learning model with CTL approach was good. Then, the results in the form of pre-tests and post-tests were tested using an independent sample t-test to determine the effect of the treatment given. The results showed a 2-tailed sig. value of 0.001, so it was concluded that H1 was accepted. Thus, it can be concluded that the implementation of the CTL-based PjBL model has a significant effect on the problem-solving abilities of students in fifth-grade.
Co-Authors Lilik Bintartik Muhamad Candra Ari Nata Rifqi Al Farizza Sigit Wibowo Yuniawatika