The Implementation of Ethnomathematics-Based Learning Using Blacksmith Tools on Students' Critical Thinking Skills

Students' low mathematical critical thinking skills require innovative, culturally relevant learning approaches. Implementing ethnomathematics-based mathematics learning with the context of blacksmith tools aims to promote students' critical thinking skills. This research used a quantitative experimental method involving 82 students as the population and 54 students as the sample, using purposive sampling techniques, divided into two groups: 28 students in class 12 IPA 1 as the experimental class and 26 students in class 12 IPA 3 as the control class. This post-test only control group design used an essay test as the research instrument and was designed has undergo validity, reliability, difficulty index, and discrimination power tests to ensure its quality. The data were analyzed quantitatively using inferential statistical techniques. Based on the t-test, there was a significant difference in students' critical thinking skills between the experimental class and the control class. The research results show that ethnomathematics-based learning can promote students' critical thinking skills.