The critical thinking skill is one of the skills that students need to have in the present century. However, this skill is not fully owned by students. This article aims to describe the mathematics learning activities based on ethnomatematics in relation to foster students' critical thinking skill. The method used in this research is research of library research (library research). The data in this study is secondary data in the form of research results such as scientific books, scientific journals, research reports, and other relevant sources. Data analysis techniques used in the study include three stages: organize, synthesize, and identify. The results of literature studies show that by selecting appropriate cultural content, ethnomatmatic-based mathematics learning has relevance to indicators on critical thinking skills, which include interpretation, analysis, evaluation, and decision making. Thus, the learning of mathematics based on ethnomatematics can be used as one of mathematics learning alternative to develop students' critical thinking ability. keyword: ethnomathematics, critical thinking, culture. PENDAHULUAN Kemampuan berpikir kritis merupakan salah satu kemampuan yang diperlukan di abad 21 dimana arus informasi sangat dinamis. Informasi dapat diperoleh dari manapun dan kapanpun dari berbagai sumber yang belum tentu dapat dipertanggungjawabakan kebenarannya. Untuk itulah diperlukan kemampuan berpikir kritis. Anderson, Garrison, & Archer (2004) mengungkapkan bahwa bila seseorang mengembangkan kemampuan berpkiris kritis maka ia akan cenderung untuk mencari kebenaran, penuh rasa ingin tahu, dapat menganalisis masalah dengan baik, dan berpikir secara sistematis. Dengan demikian seorang yang memiliki kemampuan berpikir kritis akan mampu menyaring informasi yang diterima untuk kemudian dimanfaatkan sesuai kebutuhan. Menyadari pentingnya kemampuan berpikir kritis, pemerintah melalui lembaga-lembaga pendidikan formal khususnya, berusaha untuk menumbuhkan kemampuan tersebut pada setiap peserta didiknya. Hal ini tertuang dalam rasional pengembangan kurikulum 2013 yang mengungkapkan bahwa dalam kurikulum 2013 pembelajaran yang dilaksanakan ialah pembelajaran yang mengembangkan kemampuan berpikir kritis peserta didik. Dengan demikian setiap kegiatan

<p><em>This study aims to explain how the problem posing approach adopted in the study of mathematics can develop students' critical thinking skills. The method used in this research is literature study (library research). The data in this study is a secondary data such as the results of the research as scientific books, scientific journals, research reports, and other relevant sources. Data analysis techniques in the study include three stages, namely organize, synthesize, and identify.</em></p><p><em>These results showed that the problem posing approach to the stages of learning, among others (1) create a situation of mathematics; (2) create a mathematical question; (3) solve math problem; (4) to apply mathematics, has relevance to the indicators on critical thinking skills, which include interpretation, analysis, evaluation, and decision. Overall, it was concluded that the students' critical thinking skills can be improved by the application of problem posing approach in the learning process.</em></p>

1 suhartini86@gmail.com , 2 adhetia.martyanti@yahoo.co.id 1,2 Program Studi Pendidikan Matematika Universitas Alma Ata Yogyakarta 2017 Abstrak Penelitian ini bertujuan untuk memaparkan bagaimana cara meningkatkan kemampuan berpikir kritis siswa pada pembelajaran menggunakan materi geometri berbasis etnomatematika. Metode yang digunakan dalam penelitian ini merupakan penelitian studi kepustakaan (library research). Data dalam penelitian ini merupakan data sekunder yang berupa hasil-hasil penelitian seperti buku-buku ilmiah, jurnal ilmiah, laporan penelitian, dan sumber lain yang relevan. Teknik analisis data dalam penelitian meliputi tiga tahapan, organize, synthesize, dan identify. Hasil penelitian ini menunjukkan bahwa etnomatematika memiliki relevansi dengan indikator pada kemampuan berpikir kritis, yang meliputi interpretasi, analisis, evaluasi, dan keputusan. Secara keseluruhan, disimpulkan bahwa kemampuan berpikir kritis siswa dapat ditingkatkan dengan menggunakan materi geometri berbasis etnomatematika dalam proses pembelajaran. AbstractThis study aims to explain how to improve students' critical thinking skills on learning using materials based on ethnomathematics of geometry. The method used in this research is library research. The data in this study is secondary data in the form of research results such as scientific books, scientific journals, research reports, and other relevant sources. Data analysis techniques in this research include three stages, organize, synthesize, and identify. The results of this study indicate that ethnomathematics has relevance to indicators on critical thinking skills, which include interpretation, analysis, evaluation, and decision. Overall, it is concluded that students' critical thinking skills can be improved by using ethnomathematics-based geometry materials in the learning process.

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Penelitian ini bertujuan untuk mendeskripsikan keefektifan dan perbandingan keefektifan dari pendekatan  problem solving dengan setting pembelajaran kooperatif tipe STAD, pendekatan problem solving dengan setting pembelajaran kooperatif tipe TAI, serta pendekatan konvensional ditinjau dari aspek prestasi belajar matematika dan self-confidence siswa dalam pembelajaran matematika. Penelitian ini adalah penelitian eksperimen semu dengan desain nonequivalent group pretest-posttest design. Populasi penelitian mencakup seluruh siswa kelas VIII SMP Negeri 1 Prambanan. Selanjutnya dengan memilih secara acak dari keseluruhan kelas tersebut, terpilih kelas VIII A, VIII C dan VIII D sebagai sampel penelitian. Uji keefektifan masing-masing pendekatan pembelajaran menggunakan one sample t-test. Selanjutnya untuk menguji perbandingan keefektifan dari ketiga pendekatan pembelajaran, data dianalisis dengan menggunakan uji Tukey HSD. Hasil penelitian menunjukkan bahwa (1) ketiga pendekatan pembelajaran efektif ditinjau dari masing-masing aspek; (2) pendekatan problem solving dengan setting pembelajaran kooperatif tipe STAD dan pendekatan problem solving dengan setting pembelajaran kooperatif tipe TAI, masing-masing lebih unggul dari pada pendekatan konvensional ditinjau dari masing-masing aspek, sedangkan antara pendekatan problem solving dengan setting pembelajaran kooperatif tipe TAI dengan pendekatan problem solving dengan setting pembelajaran kooperatif tipe STAD tidak terdapat perbedaan yang signifikan ditinjau dari masing-masing aspek.Kata Kunci: pendekatan problem solving dengan setting STAD, pendekatan problem solving dengan setting TAI, prestasi belajar, self-confidence. THE EFFECTIVENESS OF PROBLEM SOLVING APPROACH IN STAD AND TAI SETTING VIEWED FROM THE STUDENTS’ ACHIEVEMENT AND SELF-CONFIDENCE  AbstractThe aim of this research was to describe the effectiveness and comparison the effectiveness of the problem solving approach in STAD setting, problem solving approach in TAI setting, and conventional approach viewed from students’ achievement and self-confidence.. This research was a nonequivalent group pretest-posttest design.The research population covered the entire VIII class students’ of SMP Negeri 1 Prambanan. From the population, classes of VIIIA, VIII C and VIII D were selected randomly as the research sample. The effectiveness of problem solving approach in STAD setting, problem solving approach in TAI setting, and conventional approachused one sample t-test.  Furthermore, The comparison of the problem solving approach in STAD setting, problem solving approach in TAI setting, and conventional approach used Tukey HSD test. The research result suggests that (1) the problem solving approach in STAD setting, problem solving approach in TAI setting, and conventional approach were effective viewed from each aspect, (2) the problem solving approach in STAD setting and problem solving approach in TAI setting were more effective than conventional approach viewed from each aspect, but between the problem solving approach in TAI setting and problem solving approach in STAD setting, there is no significant difference viewed from the students’ achievement and self-confidenceKeywords: problem solving approach in STAD setting, problem solving approach in TAI setting, students’ achievement, self-confidence.