Abstract

Ethno-problem posing is a learning approach that emphasizes an in-depth understanding of culture and issues related to a particular community and invites students to think critically and find solutions to existing problems. The research used a quasi-experimental method in elementary schools in Ambon City. This study aims to determine the difference in improving mathematical critical thinking skills of students whose learning uses the ethno-problem possing approach and those who learn conventionally. The study population was all fifth-grade students of elementary schools in Ambon City, and the sample was taken randomly from as many as six public elementary schools in Ambon City. The instrument used in the study was a test instrument. Two tests were used, namely the initial test and the final test. The data analysis technique used Normalised Gain to see an increase in students' mathematical critical thinking ability based on school level with high, medium, and low categories. The results showed that students' mathematical critical thinking ability using an ethno-problem possing approach is better than conventional learning. Thus, the ethno-problem possing approach in learning mathematics has the potential to be applied in learning to improve the quality of education through good critical thinking skills and is expected to motivate students to learn better mathematics.