<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran berbasis etnomatematika terhadap kemampuan pemahaman konsep dan pemecahan masalah matematis siswa. Penelitian ini merupakan penelitian kuantitatif dengan metode penelitian quasi eksperimen. Populasi penelitian ini siswa kelas VIII berjumlah 288 siswa. Sampel penelitian ini berjumlah 60 siswa, dimana kelas VIII-3 sebagai kelas eksperimen berjumlah 29 siswa dan kelas VIII-4 sebagai kelas kontrol berjumlah 31 siswa. Pengumpulan data dikumpulkan menggunakan nilai posttes. Teknik analisis data menggunakan uji normalitas, uji homogenitas serta uji hipotesis (uji t). Dari hasil uji hipotesis kemampuan pemahaman konsep matematis siswa diperoleh nilai (7,096) > (1,671). Sehingga ditolak dan diterima yang artinya terdapat pengaruh pembelajaran berbasis etnomatematika terhadap kemampuan pemahaman konsep matematis siswa. Kemudian dari uji hipotesis kemampuan pemecahan masalah matematis siswa diperoleh nilai (5,312) > (1,671). Sehingga ditolak dan diterima yang artinya terdapat pengaruh pembelajaran berbasis etnomatematika terhadap kemampuan pemecahan masalah matematis siswa. ABSTRACT This research aims to determine the effect of etnomatematika-based learning on students' mathematical concept understanding and problem-solving abilities. This research is a quantitative study using a quasi-experimental method. The population of this study consists of 288 students of class VIII. The sample of this study consists of 60 students, with class VIII-3 as the experimental class consisting of 29 students and class VIII-4 as the control class consisting of 31 students. Data collection was done using post-test scores. Data analysis techniques used normality tests, homogeneity tests, and hypothesis testing (t-test). The results of the hypothesis test on students' mathematical concept understanding abilities obtained a t-count value (7.096) > t-table (1.671). Therefore, H0 is rejected and Ha is accepted, which means that there is an effect of etnomatematika-based learning on students' mathematical concept understanding abilities. Furthermore, the results of the hypothesis test on students' mathematical problem-solving abilities obtained a t-count value (5.312) > t-table (1.671). Therefore, H0 is rejected and Ha is accepted, which means that there is an effect of etnomatematika-based learning on students' mathematical problem solving abilities.]]>
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