PENGARUH PERMAINAN TRADISIONAL ENGKLEK BERBANTUAN ETNOMATEMATIKA PADA MATERI PEMBELAJARAN BANGUN DATAR TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA KELAS IV SD - Clariza Apriliana, - (2023)
Torrance menyatakan bahawa berpikir kreatif matematis adalah suatu aktivitas yang digunakan seseorang untuk membangun ide yang baru secara fleksibel, orisinal, fasih, dan elaboratif dalam menyelesaikan permasalah matematika (Munandar,2012). Pada kenyataannya kemampuan berpikir kreatif matematis siswa SD masih tergolong rendah, hal tersebut dikarenakan siswa kurang aktif dalam memberikan jawaban yang bervariasi. Selanjutnya, D'Ambrosio menyatakan bahwa etnomatematika memiliki fungsi untuk mengekspreksikan hubungan antar matematika dan budaya (Putri, 2017: 23). Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh permainan tradisional engklek berbantuan etnomatematika Sunda terhadap kemampuan berpikir kreatif matematis siswa kelas IV SD. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan jenis metode penelitian quasi experiment design berbentuk nonequivalent pre-test dan post-test control group design. Hasil dari penelitian ini, yaitu berdasarkan analisis uji independent sample t-test diperoleh nilai nilai signifikansi (2-tailed) 0,007 < 0,05. Hal ini menunjukkan bahwa terdapat perbedaan rata-rata kemampuan berpikir kreatif matematis siswa di kelas eksperimen yang mendapatkan perlakuan menggunakan permainan tradisional engklek dengan siswa di kelas kontrol. Selain itu, berdasarkan hasil perhitungan N-Gain pada kelas kontrol mendapatkan interpretasi kurang efektif sebesar 49%, sedangkan pada kelas eksperimen mendapatkan interpretasi cukup efektif sebesar 61%. Maka dari itu, dapat disimpulkan bahwa kemampuan berpikir kreatif matematis siswa yang mendapatkan perlakuan dengan menggunakan permainan tradisional engklek berbantuan etnomatematika Sunda lebih baik daripada siswa yang menggunakan pembelajaran konvensional. Torrance stated that mathematical creative thinking is an activity that is use by someone to develop new ideas flexibly, original, fluently, and elaboratively in solving mathematical problems (Munandar, 2012). But in reality, the ability to think creatively mathematically elementary school students is still relatively low, because students are less active in giving various answers. Furthermore, D'Ambrosio stated that ethnomatematics has a function to express the relationship between mathematics and culture (Putri, 2017: 23). Therefore, this study aims to determine the effect of traditional Sundanese ethnomathematics-assisted engklek games on the ability to think creatively mathematically in fourth grade elementary school students. The research method used is a quantitative approach with a quasi-experimental design research method in the form of nonequivalent pre-test and post-test control group design. The results of this study, based on the analysis of the independent sample t-test, obtained a significance value (2-tailed) 0.007 <0.05. It shows that there is a difference in the average mathematical creative thinking ability of students in the experimental class who are treated using the traditional hopscotch game with students in the control class. In addition, based on the results of N-Gain calculations in the control class, the interpretation is less effective by 49%, while the experimental class is quite effective by 61%. Therefore, it can be concluded that students' mathematical creative thinking skills who received treatment using traditional Sundanese ethnomathematics-assisted crank games were better than students who used conventional learning.