Developing ethnomathematical tasks in the context of yogyakarta to measure critical thinking ability

Abstract

One of the students’ abilities in learning mathematics is the critical thinking ability, which can be developed by giving taks of mathematics problems. This research aimed to develop and produce valid and practical ethnomathematical tasks within the context of Yogyakarta that may potentially improve students’ critical thinking abilities. This type of research was design research using development studies. This research was conducted at a junior high school in Yogyakarta, Indonesia. The research participants were 24 eighth grade students. The data collection instruments were validation sheets, questionnaires, and ethnomathematical tasks within the context of Yogyakarta. The research data was analyzed descriptively. The results show that the ethnomathematical tasks within the context of Yogyakarta were valid, practical, and can potentially measure the critical thinking skills.