<![CDATA[Penggunaan permainan tradisional Madura pesapean sebagai proyek berbasis STEAM (Science, Technology, Engineering, Art, and Mathematics) dalam pembelajaran matematika belum pernah diterapkan. Penelitian ini bertujuan untuk mendeskripsikan keterampilan kolaboratif siswa yang dikembangkan melalui pendekatan pembelajaran ethno-STEAM project. Penelitian pre-eksperimental dengan desain one shot case study ini melibatkan subjek penelitian yang terdiri dari 26 siswa Kelas VII. Data keterampilan kolaboratif siswa diperoleh melalui angket self-report siswa dan diperkuat dengan lembar observasi aktivitas kolaboratif. Analisis data menggunakan statistik deskriptif berupa total skor dan persentase rata-rata setiap aspek. Hasil pelaksanaan pembelajaran dengan pendekatan ethno-STEAM Project dengan konteks pesapean terdapat 53,8% siswa memiliki keterampilan kolaboratif pada kategori tinggi, 38,5% termasuk pada kategori sedang, dan 7,7% termasuk pada kategori rendah. Aspek keterampilan kolaboratif dengan kategori tinggi meliputi kontribusi, motivasi, manajemen waktu, pemecahan masalah, dinamika kelompok, interaksi dengan anggota kelompok, sedangkan aspek yang perlu dikembangkan lagi meliputi kualitas kerja, dukungan pada kelompok, kesiapan, peran, dan refleksi. Penerapan pendekatan ethno-STEAM melalui proyek pesapean dapat menjadi salah satu alternatif untuk mengembangkan keterampilan kolaboratif siswa. The use of the traditional game Madura pesapean as a STEAM (Science, Technology, Engineering, Art, and Mathematics) project in mathematics learning has never been implemented. This study aims to describe students' collaborative skills developed through the ethno-STEAM project based learning. This pre-experimental research with one shot case study design involves 26 subjects of Class VII students. Data on students' collaborative skills were obtained through student self-reports questionnaires and collaborative activity observation sheets. Data were analyzed by descriptive statistics in the form of total score and average percentage of each aspect. The results of the implementation of learning with the ethno-STEAM Project approach with the context of pesapean were 53.8% of students have collaborative skills in the high category, 38.5% were in the medium category, and 7.7% were in the low category. Aspects of collaborative skills with high categories include contribution, motivation, time management, problem solving, team dynamics, interaction with group members, while aspects that need to be further developed include work quality, team support, preparedness, roles, and reflection. The implementation of the ethno-STEAM approach through the pesapean project can be an alternative to develop students' collaborative skills. ]]>
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