PENGARUH MODEL PEMBELAJARAN CTL BERBASIS ETNOMATEMATIKA TERHADAP KEMAMPUAN REPRESENTASI MATEMATIKA SISWA PADA MATERI BANGUN DATAR

Ajeng Maulani, - (2025) PENGARUH MODEL PEMBELAJARAN CTL BERBASIS ETNOMATEMATIKA TERHADAP KEMAMPUAN REPRESENTASI MATEMATIKA SISWA PADA MATERI BANGUN DATAR. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Contextual Teaching and Learning (CTL) berbasis etnomatematika terhadap kemampuan representasi matematika siswa pada materi bangun datar. Hasil studi internasional menunjukkan rendahnya kemampuan literasi matematika siswa Indonesia. Melalui desain penelitian kuantitatif dengan metode quasi-experimental, penelitian ini melibatkan dua kelas, yang terdiri dari kelas eksperimen dan kelas kontrol. Data dikumpulkan menggunakan pretest dan posttest untuk mengukur peningkatan kemampuan representasi matematika siswa setelah perlakuan. Hasil penelitian menunjukkan bahwa kelas eksperimen mengalami peningkatan signifikan dalam kemampuan representasi matematika, dengan nilai rata-rata posttest mencapai 64,85, sementara kelas kontrol hanya mencapai 58,18. Analisis statistika mengungkapkan perbedaan signifikan antara kedua kelas, dengan nilai Cohen's d sebesar 0,50 yang mengindikasikan pengaruh dari model pembelajaran berbasis etnomatematika. Penelitian ini menyimpulkan bahwa penerapan model CTL berbasis etnomatematika efektif dalam meningkatkan kemampuan representasi matematika siswa, dibandingkan dengan metode pembelajaran konvensional. : This study aims to analyze the effect of the Contextual Teaching and Learning (CTL) model based on ethnomathematics on students' mathematical representation abilities regarding flat geometry material. International studies have shown a low level of mathematical literacy among Indonesian students. Through a quantitative research design using a quasi-experimental method, this research involved two classes, consisting of an experimental class and a control class. Data were collected using pretests and posttests to measure the improvement in students' mathematical representation abilities after the treatment. The results indicated that the experimental class experienced a significant improvement in mathematical representation abilities, with an average posttest score of 64.85, while the control class only reached 58.18. Statistical analysis revealed significant differences between the two classes, with a Cohen's d value of 0.50 indicating the influence of the ethnomathematics-based learning model. This study concludes that the implementation of the ethnomathematics-based CTL model is effective in enhancing students' mathematical representation abilities compared to conventional teaching methods.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?hl=id&user=0c7t6aIAAAAJ&authuser=1&scilu=&scisig=AKr7NagAAAAAaBRvUSwLpKw9eE2QMnevBuw63B8&gmla=AIfU4H4wnHHAPE56AZ14igVGu-F46aAhMO7qWtoQszP-Rrh7HimOoTBEDUpD1nqZ7l_oAv1Vke9tfZMWKF-KnZ7CfkrTT5ERCQaWFZvhZ7tOgSdAC_u0Wjnm-u0&sciund=3070425228868372619 Sinta ID : 6006836
Uncontrolled Keywords:	Contextual Teaching and Learning (CTL), Etnomatematika, Kemampuan Representasi Matematika Contextual Teaching and Learning (CTL), Ethnomathematics, Mathematical Representation Abilities
Subjects:	L Education > L Education (General)
Divisions:	UPI Kampus Serang > PGSD UPI Kampus Serang
Depositing User:	Ajeng Maulani
Date Deposited:	18 Jun 2025 07:48
Last Modified:	24 Jun 2025 11:58
URI:	http://repository.upi.edu/id/eprint/132878

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