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PENGARUH ETHNO STEM BERBASIS PROJECT BASED LEARNING TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DAN BERFIKIR KRITIS MATEMATIS

PENGARUH ETHNO STEM BERBASIS PROJECT BASED LEARNING TERHADAP PEMAHAMAN KONSEP DAN BERFIKIR KTITIS MATEMATIS PESERTA DIDIK

De Fermat: Jurnal Pendidikan Matematika · Vol. 9 No. 1 (2026) · pp. 202–209

DOI
10.36277/defermat.v9i1.2437
ISSN
2621-7309, 2621-6078
Published
2026-06-26
Publisher
Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan
Language
eng

Abstract

English

Conceptual understanding and critical thinking are important competencies that must be possessed by students. Conceptual understanding enables students to comprehend and apply mathematical concepts accurately, while critical thinking skills play a role in analyzing problems and drawing logical conclusions. This study aims to examine the effect of Ethno-STEM–based Project Based Learning on conceptual understanding, the effect of Ethno-STEM–based Project Based Learning on students’ mathematical critical thinking skills, as well as the simultaneous effect of Ethno-STEM–based Project Based Learning on students’ conceptual understanding and mathematical critical thinking skills. The research method employed was a quasi-experimental design. The population of this study consisted of seventh-grade students at SMP Negeri 29 Bandar Lampung. The sampling technique used was simple random sampling. Data were collected using test instruments measuring conceptual understanding and critical thinking skills. Hypothesis testing in this study was conducted using multivariate analysis (MANOVA). The results showed that the significance value was less than 0.05, indicating that Ethno-STEM–based Project Based Learning has a significant effect on students’ conceptual understanding, mathematical critical thinking skills, and both variables simultaneously

Bahasa Indonesia

Pemahaman konsep dan kemampuan berpikir kritis merupakan kompetensi penting yang harus dimiliki peserta didik. Pemahaman konsep memungkinkan peserta didik untuk memahami dan menerapkan konsep matematika secara tepat, sedangkan kemampuan berpikir penting berperan dalam menganalisis permasalahan, dan menarik kesimpulan secara logistik. Penelitian ini bertujuan untuk mengetahui pengaruh Ethno-STEM berbasis Project Based Learning terhadap kemampuan pemahaman konsep, Ethno-STEM berbasis Project Based Learning terhadap kemampuan berfikir ktitis matematis, serta Ethno-STEM berbasis Project Based Learning terhadap kemampuan pemahaman konsep dan berpikir kritis matematis peserta didik. Metode penelitian yang digunakan adalah Quasi-Experimental Design. Populasi penelitian ini adalah peserta didik kelas VII SMP Negeri 29 Bandar Lampung. Teknik pengambilan sampel dilakukan melalui Simple random sampling. Pengumpulan data dilakukan dengan menggunakan instrumen tes kemampuan pemahaman konsep dan berfikir kritis. Uji hipotesis dalam penelitian ini menggunakan uji multivariat (MANOVA). Hasil penelitian menunjukkan bahwa nilai signifikansi lebih kecil dari 0,05 yang mengindikasikan bahwa terdapat pengaruh Ethno-STEM berbasis Project Based Learning terhadap kemampuan pemahaman konsep, kemampuan berpikir kritis matematis, serta keduanya secara simulat pada peserta didik.

Keywords

Collaboration network of the authors

10 authors · 16 co-authorship links · 3 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Islam Negeri Raden Intan Lampung
  • State University of Jakarta
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Bambang Sri AnggoroUniversitas Islam Negeri Raden Intan Lampung3
Putri AnggrainiUniversitas Islam Negeri Raden Intan Lampung1
Fitria Ayu AzizahUniversitas Islam Negeri Raden Intan Lampung1
Emilia PutriUniversitas Islam Negeri Raden Intan Lampung1
Netriwati NetriwatiUniversitas Islam Negeri Raden Intan Lampung1
Puja NuryaniUniversitas Islam Negeri Raden Intan Lampung1
Fadly NendraState University of Jakarta1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://jurnal.pmat.uniba-bpn.ac.id/index.php/DEFERMAT/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">PENGARUH ETHNO STEM BERBASIS PROJECT BASED LEARNING TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DAN BERFIKIR KRITIS MATEMATIS</dc:title>
	<dc:title xml:lang="id">PENGARUH ETHNO STEM BERBASIS PROJECT BASED LEARNING TERHADAP PEMAHAMAN KONSEP DAN BERFIKIR KTITIS MATEMATIS PESERTA DIDIK</dc:title>
	<dc:creator xml:lang="id">Maharani, Tiara</dc:creator>
	<dc:creator xml:lang="id">Muhammad, Rosida Rakhmawati</dc:creator>
	<dc:creator xml:lang="id">Fadila, Abi</dc:creator>
	<dc:subject xml:lang="en">ethno-STEM</dc:subject>
	<dc:subject xml:lang="en">project based learning</dc:subject>
	<dc:subject xml:lang="en">concept understanding</dc:subject>
	<dc:subject xml:lang="en">mathematical critical thinking</dc:subject>
	<dc:subject xml:lang="id">Ethno-STEM, Project Based Learning, Pemahaman konsep dan berfikir kritis</dc:subject>
	<dc:description xml:lang="en">Conceptual understanding and critical thinking are important competencies that must be possessed by students. Conceptual understanding enables students to comprehend and apply mathematical concepts accurately, while critical thinking skills play a role in analyzing problems and drawing logical conclusions. This study aims to examine the effect of Ethno-STEM–based Project Based Learning on conceptual understanding, the effect of Ethno-STEM–based Project Based Learning on students’ mathematical critical thinking skills, as well as the simultaneous effect of Ethno-STEM–based Project Based Learning on students’ conceptual understanding and mathematical critical thinking skills. The research method employed was a quasi-experimental design. The population of this study consisted of seventh-grade students at SMP Negeri 29 Bandar Lampung. The sampling technique used was simple random sampling. Data were collected using test instruments measuring conceptual understanding and critical thinking skills. Hypothesis testing in this study was conducted using multivariate analysis (MANOVA). The results showed that the significance value was less than 0.05, indicating that Ethno-STEM–based Project Based Learning has a significant effect on students’ conceptual understanding, mathematical critical thinking skills, and both variables simultaneously</dc:description>
	<dc:description xml:lang="id">Pemahaman konsep dan kemampuan berpikir kritis merupakan kompetensi penting yang harus dimiliki peserta didik. Pemahaman konsep memungkinkan peserta didik untuk memahami dan menerapkan konsep matematika secara tepat, sedangkan kemampuan berpikir penting berperan dalam menganalisis permasalahan, dan menarik kesimpulan secara logistik. Penelitian ini bertujuan untuk mengetahui pengaruh Ethno-STEM berbasis Project Based Learning terhadap kemampuan pemahaman konsep, Ethno-STEM berbasis Project Based Learning terhadap kemampuan berfikir ktitis matematis, serta Ethno-STEM berbasis Project Based Learning terhadap kemampuan pemahaman konsep dan berpikir kritis matematis peserta didik. Metode penelitian yang digunakan adalah Quasi-Experimental Design. Populasi penelitian ini adalah peserta didik kelas VII SMP Negeri 29 Bandar Lampung. Teknik pengambilan sampel dilakukan melalui Simple random sampling. Pengumpulan data dilakukan dengan menggunakan instrumen tes kemampuan pemahaman konsep dan berfikir kritis. Uji hipotesis dalam penelitian ini menggunakan uji multivariat (MANOVA). Hasil penelitian menunjukkan bahwa nilai signifikansi lebih kecil dari 0,05 yang mengindikasikan bahwa terdapat pengaruh Ethno-STEM berbasis Project Based Learning terhadap kemampuan pemahaman konsep, kemampuan berpikir kritis matematis, serta keduanya secara simulat pada peserta didik.</dc:description>
	<dc:publisher xml:lang="en">Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan</dc:publisher>
	<dc:date>2026-06-26</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://jurnal.pmat.uniba-bpn.ac.id/index.php/DEFERMAT/article/view/2437</dc:identifier>
	<dc:identifier>10.36277/defermat.v9i1.2437</dc:identifier>
	<dc:source xml:lang="en">De Fermat : Jurnal Pendidikan Matematika; Vol. 9 No. 1 (2026); 202-209</dc:source>
	<dc:source>2621-7309</dc:source>
	<dc:source>2621-6078</dc:source>
	<dc:source>10.36277/defermat.v9i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://jurnal.pmat.uniba-bpn.ac.id/index.php/DEFERMAT/article/view/2437/226</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 De Fermat : Jurnal Pendidikan Matematika</dc:rights>
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