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All Journal JURNAL MathEdu (Mathematic Education Journal)
Yulia Tiara Tanjung
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Education Mathematics

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PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) BERBASIS ETNOMATEMATIKA TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA Yulia Tiara Tanjung; Muhammad Razali
JURNAL MathEdu (Mathematic Education Journal) Vol 9 No 2 (2026): JURNAL MathEdu (Mathematic Education Journal) Juli 2026
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v9i2.8204

Abstract

This research is motivated by the low mathematical critical thinking skills of students. Mathematical critical thinking ability is an important skill in mathematics education. This study aims to determine the effect of the RME approach based on ethnomathematics on mathematical critical thinking ability. The method used in this research is quantitative, with the type of research being Quasi-Experimental, and the research design is a Pretest-Posttest Control Group Design. The population of this study is the students of SMPN 1 Besitang, grade VIII. The sampling was done using the Simple Random Sampling technique. The sample used was class VIII/1 with 32 students as the experimental class and class VIII/2 with 32 students as the control class. The data collection technique used a test instrument given before (pre-test) and after (post-test) the implementation of the research. The data analysis technique used the Mann Whitney U test because the data were not normally distributed. The research results showed: (1) the average pre-test score of mathematical critical thinking skills before applying the PMRI approach based on ethnomathematics for the experimental class was 27.1 while for the control class it was 24.5. (2) The average post-test score of mathematical critical thinking ability after applying the PMRI approach based on ethnomathematics for the experimental class was 62.47, whereas for the control class it was 41.89, (3) the results of data processing using the Mann Whitney U test obtained an Asymp. Sig value of 0.000 < 0.05, so H0 is rejected and H1 is accepted, thus it can be concluded that there is an effect of the RME approach based on ethnomathematics on students' mathematical critical thinking ability. (4) The results of the homogeneity test of both classes show that they do not have different variances or the data is homogeneous.
PENERAPAN MODEL PEMBELAJARAN PROJECT BASED LEARNING (PjBL) UNTUK MENINGKATKAN KREATIVITAS DAN HASIL BELAJAR MATEMATIKA SISWA Muhammad Razali Ali; Yulia Tiara Tanjung
JURNAL MathEdu (Mathematic Education Journal) Vol 9 No 2 (2026): JURNAL MathEdu (Mathematic Education Journal) Juli 2026
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v9i2.8217

Abstract

This research is a Classroom Action Research conducted with the aim of improving students' creativity and learning outcomes through the implementation of the Project Based Learning (PjBL) model in Mathematics lessons. The subjects of this research are eighth-grade students of SMP RGM Besitang, in the 2025/2026 academic year, totaling 30 students, consisting of 13 females and 17 males. The object of this study is the Application of the Project Based Learning (PjBL) Model to improve students' creativity in Mathematics lessons for eighth-grade students at SMP RGM Besitang. Therefore, this study was conducted by carrying out a cycle review process. This research was conducted in two cycles, each consisting of two meetings. The results of observations on the application of Project Based Learning for teachers and students in Cycles I-II show that the observation results for teachers in Cycle I were 85.63%, which increased to 95.01% in Cycle II. Observation results of students in cycle I were 84.87%, and in cycle II increased to 96.57%. Based on the data, it is known that the overall average has reached the research performance indicator of 85%. Student Creativity Observation results in cycle I, meeting I had an average score of 53.4%, and in the second meeting in cycle I had an average score of 65.0%. For cycle II, in meeting I, the average was 74.9%, and for the second meeting in cycle II, the average score was 88.7%. Student Learning Outcomes in cycle I had an average score of 69.3, and in cycle II, the average score was 88.9.
Co-Authors Muhammad Razali Muhammad Razali Ali