Analysis of effectiveness of ethnomathematics-based subject specific pedagogy viewed from students’ mathematics understanding

Ethnomathematics-based Subject Specific Pedagogy (SSP) is a comprehensive, complete and systematic learning package for mathematics material in cultural studies. Ethnomathematics-based SSP instruments include syllabus, Lesson Plans (RPP), teaching materials, Student Worksheets (LKPD), and learning assessments. In ethnomathematics-based SSP research, the materials used were teaching materials, worksheets and test questions. This study aimed to analyze the effectiveness of the ethnomathematics-based SSP in terms of students’ mathematical understanding. This research used Mixed Methods with the convergent parallel design. The subjects of this study were students of class VII A of SMP Negeri 2 Godean Sleman. The data collection used was a questionnaire to assess learning tools and a mathematical understanding test consisting of a pre-test and a post-test. The technical analysis used qualitative analysis by categorizing and displaying data, while quantitative analysis used a one-sample t-test and paired sample t-test. Based on the results of the study, qualitatively, the implementation of learning with ethnomathematics-based SSP went well with a percentage of 82.27% from filling out the questionnaire and the average percentage of completeness from the students’ post-test results, which was 93.33%. Meanwhile, from quantitative analysis using a one-sample t-test, it was obtained thit= 8.15>2.05= ttab so that the average post-test result>KKM (Minimum Completeness Criteria) was 75. While the paired sample t-test was obtained thit=−8.19. It can be said that the post-test results are better than the pre-test results. Based on the qualitative and quantitative analysis results, it can be said that the ethnomathematics-based SSP is effective in terms of students’ mathematical understanding.