The Influence of Ethnomathematics-Assisted Congklak Games on Mathematical Critical Thinking Ability on the Material of Number Counting Operations in Grade II Elementary School

Abstract

The ability to think critically mathematically is a very important thing needed in solving various problems, especially in the field of mathematics. Ethnomathematics-assisted Congklak games can be a learning medium used in improving mathematical critical thinking skills. Ethnomathematics congklak is a traditional game that can teach mathematical facts, skills, concepts, and principles. This study aims to determine whether there is an influence of the integration of ethnomathematics-assisted congklak games on students' mathematical critical thinking skills on number counting operations material in grade II elementary school. The sample of this study was class II SDN Cipanas. The research methods used are quantitative with experimental techniques, quasi-experimental design, and non-equivalent form control group design which is analyzed using the help of SPSS 29 for Windows. The method of data collection is a test in the form of description and documentation. The results showed that the application of ethnomathematics-assisted congklak game media increased much better than conventional learning on students' mathematical critical thinking skills on number calculation operation material. This can be seen from the average score of the initial test of the experimental class which is 48.70 and the control class which is 46.52. While the average score of the final test of the experimental class was 81.77 and the control class was 52.08. And comparison using an independent t-test test on both class samples, obtained an average value of the initial test of 0.331 > 0.05 (no significant difference) and an average value of the final test 0.001 < 0.05 (there was a significant difference). As well as the results of the N-Gain comparison, the average in the experimental class was 0.6636 medium category and 66.3669% of the category was quite effective, while in the control class it was 0.0989 low category and 9.8901% of the ineffective category. The abstract should be written in one paragraph without any reference or citation, and footnote; all specialized acronym should be explained.