Problem Based Learning Berbasis Etnomatematika untuk Meningkatkan Pemahaman Konsep Matematis Segi Empat Kelas IV SD
DOI:
https://doi.org/10.59944/jipsi.v5i4.2080Keywords:
Problem Based Learning (PBL), Etnomatematika, Pemahaman konsep matematisAbstract
Students' conceptual understanding of quadrilaterals in primary school remains low because instruction tends to be abstract and is rarely connected to local cultural contexts. This study aimed to describe the implementation of ethnomathematics-based Problem Based Learning (PBL) that uses the Simpang Lima Gumul (SLG) landmark in Kediri Regency as a learning context, and to examine the improvement in fourth-grade students' mathematical conceptual understanding of quadrilaterals. This classroom action research followed the Arikunto model and was conducted in two cycles, each consisting of planning, action, observation, and reflection. The subjects were 31 fourth-grade students of SDN Banyakan 1 in the 2026/2027 academic year. Data were collected through a conceptual understanding test, observation sheets, and documentation, and were analyzed using quantitative and qualitative descriptive techniques. The mean score increased from 60.94 in the pre-cycle to 73.16 in Cycle I and 80.97 in Cycle II, while classical mastery rose from 12.90% to 54.84% and 83.87%, exceeding the 80% success indicator. The gain in Cycle II was achieved after the ethnomathematics-based PBL was reinforced with concrete media and manipulative activities. The novelty of this study lies in using SLG as an ethnomathematical context within PBL that focuses on conceptual understanding of quadrilaterals in grade IV through reflection-based improvement cycles. The study offers primary school teachers an alternative design for contextual geometry instruction and enriches research on integrating PBL and ethnomathematics in primary school geometry.
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