Penerapan Model Problem Based Learning Berbasis Etnomatematika Terhadap Hasil Belajar Pada Materi Bangun Datar Kelas V SD N 1 Barongan Kabupaten Kudus
DOI:
10.29303/jcar.v8i3.15962Published:
2026-09-25Downloads
Abstract
This study aims to examine the influence of ethnomathematics-based Problem Based Learning (PBL) model on students' mathematics learning outcomes on two-dimensional shapes material of grade V students of SD N 1 Barongan. The study used a quantitative approach with a quasi-experimental design (nonequivalent control group design). The research subjects totaled 50 students divided into experimental groups (n=25) and control groups (n=25). The research instrument was a learning outcome test that had been tested for validity and reliability. Data collection techniques included tests, observations, interviews, and documentation. The results of the normality and homogeneity test showed normal and homogeneous distribution data (p>0.05). Data analysis used Paired Sample t-test, Independent Sample t-test, proportion test, and N-Gain test. The results showed that the application of the ethnomathematics-based Problem Based Learning (PBL) model is effectively used in mathematics learning, shown by the average posttest score of the experimental class of 77.46 which exceeds the criteria for achieving learning objectives (KKTP) of 75. The results of the Paired Sample t-test and Independent Sample t-test showed significant differences and improvements (p < 0.05). The average score of the experimental class increased from 52.26 to 77.46 while the control class increased from 52.54 to 55.52. The result of the N-Gain analysis of 0.52 is included in the medium category. Furthermore, the application of the ethnomathematics-based Problem Based Learning (PBL) model is effective and able to improve the mathematics learning outcomes of elementary school students.
Keywords:
Model Problem Based Learning Hasil Belajar Etnomatematika bangun datarReferences
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