Creative thinking is important in improving the formation and discovery of learning ideas in the 21st century. This study aims to determine differences in the ability of students’ mathematical creative thinking in learning STEM and Ethnomathematics (STEM-E). This research employed the experimental design with a simple random sampling technique to determine the sample. The population of this study was 300 junior high school students in Lampung Province, Indonesia. The data collecting technique used was a test instrument tested to see the improvement of mathematical creative thinking. Hypothetical testing used was one-way ANOVA with a significance level of 5%. We found that the average score of the class that applied the STEM-E learning model was 74.71, which is higher, compared to the STEM class with the average score of 72.10, and the control class with the average score of 67.88. It can be concluded that the STEM-E model can be used as an alternative solution for learning in the industrial era 4.0.
This study was aimed to determine the impact of the SQ3R method assisted by ethnomathematics-oriented student worksheets on students’ ability to understand mathematical concepts which compared with the SQ3R method without ethnomathematics-oriented student worksheets. The research method used was quasi-experimental research. The SQ3R method assisted by an ethnomathematics-oriented student worksheet was implemented in the experimental class while the control class was treated by the SQ3R learning method. The design of this study was the pretest-posttest control group design to see the effectiveness of the SQ3R method assisted by ethnomathematics-oriented student worksheets. A cluster random sampling technique was used to determine the sample of the study. The data collection technique employed in this study was an essay test to measure the students’ ability to understand mathematical concepts. The results showed that the SQ3R method assisted by ethnomathematics-oriented student worksheet was more effective toward students’ mathematical concepts understanding compared to the SQ3R learning method. The application of learning provided better results in increasing students’ ability to understand mathematical concepts.
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