Problem-solving learning model based on ethnomathematics to improve student’s creative thinking in elementary school

Integrating ethnomathematics into the problem-based model makes it more practical and capable of supporting the design of innovative learning processes for higher-order creative thinking skills. The present study aims to explore students’ creative thinking via a problem-solving learning model based on ethnomathematics in elementary school. The study followed a mixedmethods explanatory sequential design. The study involved a total of 75 fourth-grade students and 4 teachers. All the teachers met the criteria set by Ende Flores for innovative educators who incorporate cultural elements into their teaching of mathematics. Information regarding students’ creative thinking skills was collected through an essay test, while data regarding the teachers’ perspectives and responses were obtained through a structured interview guide. We utilized interpretive and descriptive analysis. The results indicate that the implementation of a problem-solving model based on ethnomathematics of the traditional Sa’o Ria Flores traditional house on flat geometry material requires teachers to prepare learning documents to be able to support learning activities. At the same time, we observed positive changes in students’ creative thinking abilities before and after implementing the problem-solving model based on the ethnomathematics of the Sa’o Ria Flores traditional house.

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