Pengaruh Pembelajaran STEM Berbasis Etnomatematika terhadap Kemampuan Pemecahan Masalah Geometri Siswa SMPN 1 Madapangga
DOI:
https://doi.org/10.53299/jagomipa.v6i1.3831Keywords:
Etnomatematika, Geometri, Pemecahan Masalah, STEMAbstract
Pembelajaran geometri di SMP masih cenderung bersifat abstrak dan kurang kontekstual, sehingga kemampuan pemecahan masalah siswa belum berkembang secara optimal. Pendekatan STEM (Science, Technology, Engineering, and Mathematics) yang diintegrasikan dengan etnomatematika memberikan pengalaman belajar kontekstual melalui pemanfaatan budaya lokal sebagai sumber belajar matematika. Penelitian ini bertujuan untuk menganalisis pengaruh pembelajaran STEM berbasis etnomatematika terhadap kemampuan pemecahan masalah geometri siswa Sekolah Menengah Pertama (SMP). Penelitian ini menggunakan metode kuasi eksperimen dengan desain pretest–posttest control group. Subjek penelitian terdiri atas dua kelas SMPN 1 Madapangga Kelas VIII, yaitu kelas eksperimen yang menerapkan pembelajaran STEM berbasis etnomatematika dan kelas kontrol yang menggunakan pembelajaran konvensional dengan jumlah masing-masing siswa 30 orang setiap kelas. Instrumen penelitian berupa tes kemampuan pemecahan masalah geometri yang disusun berdasarkan indikator pemecahan masalah matematis. Data dianalisis menggunakan uji statistik inferensial untuk mengetahui perbedaan peningkatan kemampuan antara kedua kelompok. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan pada kemampuan pemecahan masalah geometri antara siswa yang mengikuti pembelajaran STEM berbasis etnomatematika dan siswa yang mengikuti pembelajaran konvensional. Temuan ini menunjukkan bahwa pembelajaran STEM berbasis etnomatematika efektif dalam meningkatkan kemampuan pemecahan masalah geometri siswa SMP. Dengan demikian, pendekatan ini dapat dijadikan alternatif pembelajaran inovatif yang kontekstual dan relevan dalam pembelajaran matematika di SMP.
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