META ANALISIS EFEKTIVITAS PENERAPAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS ETNOMATEMATIKA

DYAH, ARUM PUSPANAJA (2026) META ANALISIS EFEKTIVITAS PENERAPAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS ETNOMATEMATIKA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pembelajaran matematika berbasis etnomatematika berkembang sebagai pendekatan yang mengaitkan konsep matematika dengan budaya lokal agar pembelajaran menjadi kontekstual dan bermakna. Meskipun publikasi dan dampak positif etnomatematika di Indonesia meningkat, hal ini belum berbanding lurus dengan capaian PISA siswa yang masih rendah. Fokus penelitian pun masih terbatas pada materi geometri dan budaya fisik, serta minim mengkaji efektivitas media interaktif. Oleh karena itu, diperlukan kajian sistematis untuk merangkum dan mengarahkan temuan-temuan tersebut. Penelitian ini bertujuan untuk menganalisis efektivitas media pembelajaran interaktif berbasis etnomatematika terhadap kemampuan kognitif matematis siswa melalui pendekatan meta-analisis. Data diperoleh dari 31 studi yang memenuhi kriteria inklusi. Ukuran efek dihitung menggunakan standardized mean difference dengan model random effects untuk mengakomodasi variasi antar penelitian. Selain itu, penelitian ini menelaah perbedaan efektivitas pembelajaran berdasarkan jenis budaya, materi pembelajaran, jenjang pendidikan, kemampuan kognitif, serta jenis media pembelajaran interaktif yang digunakan. Penelitian menunjukkan bahwa media pembelajaran interaktif berbasis etnomatematika memiliki ukuran efek ( ) yang termasuk kategori besar. Jenis media, khususnya augmented reality dan e-modul dengan student worksheet, menjadi faktor penentu efektivitas pembelajaran. Meskipun variabel budaya, materi, dan jenjang pendidikan tidak menunjukkan perbedaan signifikan secara statistik, penelitian menyimpulkan bahwa tingkat interaktivitas media adalah kunci atau faktor utama dalam meningkatkan kemampuan kognitif matematis siswa di berbagai konteks pembelajaran. ABSTRACT Ethnomathematics-based mathematics learning is developing as an approach that links mathematical concepts with local culture to make learning more contextual and meaningful. Despite the increase in publications and the positive impact of ethnomathematics in Indonesia, this progress has not been proportional to students' PISA scores, which remain low. Furthermore, research focus is still limited to geometry and physical culture, with minimal investigation into the effectiveness of interactive media. Therefore, a systematic study is required to summarize and direct these findings. This study aims to analyze the effectiveness of ethnomathematicsbased interactive learning media on students' mathematical cognitive abilities through a meta-analysis approach. Data were obtained from 31 studies that met the inclusion criteria. The effect size was calculated using the standardized mean difference with a random effects model to accommodate variations between studies. Additionally, this research examines differences in learning effectiveness based on the type of culture, learning materials, educational levels, cognitive abilities, and the types of interactive learning media utilized. The results indicate that ethnomathematics-based interactive learning media has an effect size ( ) categorized as large. The type of media, specifically augmented reality and e-modules with student worksheets, emerged as determining factors for learning effectiveness. Although variables such as culture, material, and educational level did not show statistically significant differences, the study concludes that the level of media interactivity is the key or primary factor in enhancing students' mathematical cognitive abilities across various learning contexts.

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