EFEKTIVITAS PROBLEM-BASED LEARNING TERINTEGRASI ETNO-STEM UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN KOLABORASI SISWA DI SD NEGERI KOTAGEDE 1

Krisma Yuniarsih, NIM.: 23204082002 (2025) EFEKTIVITAS PROBLEM-BASED LEARNING TERINTEGRASI ETNO-STEM UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN KOLABORASI SISWA DI SD NEGERI KOTAGEDE 1. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The low mathematical problem-solving ability and collaboration skills of Indonesian students, as evidenced by international study results, coupled with the gap in utilizing local wisdom as a learning context, indicate the necessity for learning innovations that integrate 21st-century competency needs and local wisdom. This study aims to examine the effectiveness of an Ethno-STEM integrated Problem-Based Learning (PBL) model in improving the mathematical problem-solving ability and collaboration skills of sixth-grade students at SD Negeri Kotagede 1. A quantitative approach was employed using a quasi-experimental design with a non-equivalent control group design. The research sample consisted of two classes: an experimental class that received the Ethno-STEM integrated PBL treatment and a control class at SD Negeri Kotagede 1. The research instruments included a mathematical problem-solving ability essay test based on Polya's indicators and an observation sheet for collaboration skills based on the Trilling and Fadel framework, both validated using Aiken's V and declared highly valid. Data were analyzed using the Levene-test for homogeneity, the Shapiro-Wilk test for normality, the Mann-Whitney U test for hypotheses, N-Gain for learning effectiveness on mathematical problem-solving ability, and Cohen's r with the Z value from the Wilcoxon test for learning effectiveness on collaboration skills. The results show that: (1) The Ethno-STEM integrated PBL model demonstrated significant moderate effectiveness in improving students' mathematical problem-solving ability, with p = 0.000 and an N-Gain of 0.573. (2) The implementation of Ethno-STEM integrated PBL showed significant high effectiveness in improving students' collaboration skills, with p = 0.003 and a Cohen's r value of 0.89. This study recommends the use of this model as an innovative alternative in elementary mathematics learning that is contextual, aligned with the development of 21st-century skills, and supports the preservation of local wisdom.

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