KEMAMPUAN BERFIKIR GEOMETRI PESERTA DIDIK KELAS IX DALAM PEMBELAJARAN DENGAN PENDEKATAN ETNOMATEMATIKA

Abstract

This study aims to discuss the differences in geometric thinking ability among students who learn mathematics with an ethnomathematics approach and students who learn mathematics with an ordinary/scientific approach. The development of students’ geometric thinking ability is based on Van Hiele’s level of geometric thinking. This study follows a quantitative research approach with an experimental method. The samples of this study are two groups of ninth-grade students at MTsN 3 Pariaman city. The instrument used in this study is in the form of a geometric thinking ability test for Geometry Transformation material. The data were analyzed by using a Mann-Whitney test. The results indicate that the geometric thinking ability is different among students taught using an ethnomathematics approach and an ordinary or scientific approach. The average geometric thinking ability of students who learned using an ethnomathematics approach is higher than students taught with an ordinary or scientific approach. The class taught using the ethnomathematics approach shows that 93.75% of students reached the visualization thinking stage, 87.5% of students reached the analysis stage, and 81.25% of students reached the informal deductive stage, but no students reached the deductive thinking stage. This study proves that ethnomathematics approach in a geometry lesson can facilitate the development of students’ geometric thinking skills.