• Nuryadi, Nafida Hetty Marhaeny, Naela Faza Fariha Taufik STKIP Hamzar


This study aims to determine the cognitive knowledge of students at each stage of the critical thinking process with an ethnomathematical-based metacognitive approach based on perspective theory. This research is a qualitative research with a grounded theory approach, which intends to find a theory of understanding the phenomena that occur at the stages of the mathematical critical thinking process with an ethnomathematical-based metacognitive approach. This research procedure was carried out in several steps, namely: research initiation, data collection, data analysis, synthesis and research generation, and theory validation. The research subjects are students as critical thinkers based on the level of thinking ability, namely: remembering, understanding, applying, analyzing, assessing, and creating. The object observed was the critical thinking process. The data were collected in three ways, namely: in-depth interviews, field observations, tests and documentation. They were analyzed qualitatively with a grounded theory approach in 3 stages, namely: (1) data reduction, (2) data presentation, (3) drawing conclusions or verification. The results of the study can be concluded that the stages of the process of critical thinking skills through an ethnomathematical-based metacognitive approach are remembering, understanding, applying, analyzing, evaluating, and creating. Cognitive knowledge of learners at the stage of remembering are: identifying the object of study and designing ideas from contextual problems of cultural relevance. At the understanding stage, students carry out activities: provide simple explanations collected from collecting data and information. At the application stage, students can represent/manipulate contextual problems into mathematical objects, and formulate models/strategies. Cognitive knowledge obtained by students at the analyzing stage is a habit of careful and systematic work, rereading, remembering previous knowledge and learning experiences, and generating rudimentary mathematical ideas. In the more precise evaluation stage of verification, students verify mathematical solutions, revise invalid mathematical ideas so that logical conclusions are ontained. While at the stage of creating a cognitive process is to apply the principles of mathematics. Through activities that are constructed with concrete things and associate ideas with ethnomathematical objects.

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How to Cite

Taufik, N. N. H. M. N. F. F. (2024). PERSEPSI KEMAMPUAN BERPIKIR KRITIS MELALUI PENDEKATAN METAKOGNISI BERBASIS ETNOMATEMATIKA. Jurnal Rinjani Pendidikan Guru Sekolah Dasar (JR-PGSD), 2(01), 174–179. Retrieved from