Implementasi Penilaian Autentik dalam Pembelajaran Etnomatematika untuk Menyongsong Pendidikan Inklusif yang Berbudaya

Pembelajaran etnomatematika dalam penilaian autentik untuk pendidikan inklusif

Abstract

This research aims to explain the implementation of authentic assessment in ethnomathematics learning as an effort to anticipate culturally inclusive education. Authentic assessment in ethnomathematics learning involves authentic tasks related to students' culture and context, reflecting real-life situations that students may encounter outside the classroom and requiring the use of critical and creative thinking skills to solve them. In authentic assessment, ethnomathematics learning also allows for a holistic assessment of students' abilities, considering their cultural and contextual aspects. Culturally inclusive education, in the context of authentic assessment in ethnomathematics learning, refers to an approach that accommodates student diversity in the learning and assessment process. The implementation of authentic assessment in ethnomathematics learning is a way to promote culturally inclusive education by providing fair and relevant assessment of students' abilities that align with their cultural and contextual backgrounds. This research is expected to demonstrate that the implementation of authentic assessment in ethnomathematics learning can assess students' abilities in cultural and everyday life contexts and promote the development of critical and creative thinking skills in solving mathematical problems related to their culture and context. The implementation of authentic assessment in ethnomathematics learning needs to be the attention of teachers and policymakers in anticipating culturally inclusive education