<![CDATA[Critical thinking is essential in learning trigonometry, yet quantitative evidence on university students’ critical thinking after using worksheets (LKPD) based on local ethnomathematics is limited; previous studies mostly involved school students, focused on product development, or were qualitative. This study aimed to describe students’ critical thinking achievement after trigonometry learning with a Tabuh Sigegar Bumi ethnomathematics-based LKPD and to test whether it exceeded a mastery threshold. A pre-experimental one-shot case study involved 14 purposively selected mathematics education students at IAIN Kerinci. Essay-test scores (interpretation, analysis, evaluation, inference) were analyzed using descriptive statistics, the Shapiro-Wilk test, and the Wilcoxon signed-rank test against a threshold of 75 because the data were not normally distributed (W = 0.863; p = 0.034). The mean score was 84.57 (0–100 scale; SD = 8.83; range 66–95), and 12 of 14 students (85.71%) reached the threshold; scores were significantly above the threshold (Z = −2.703; p = 0.004; r = 0.72). Achievement was highest on inference and lowest on analysis. Without a pretest or comparison group, the results describe post-instruction achievement, not improvement or an effect of the LKPD. Further testing with pretest-posttest or comparison-group designs is needed.]]>
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