Abstract

Critical thinking is a vital 21st-century skill that must be developed through mathematics learning; however, students’ critical thinking performance in Basic Mathematics courses remains low due to conventional assessments that emphasize procedural tasks rather than analytical reasoning. This study aims to develop a valid, reliable, practical, and effective ethnomathematics-based test instrument designed to measure and foster students’ critical thinking skills. Employing a Research and Development (R&D) method adapted from Plomp’s model, the study involved four stages: preliminary investigation, design, realization/construction, and test, evaluation, and revision. Data were collected using a mathematics test, a practicality questionnaire, and expert validation sheets from 30 third-semester students and four expert validators. Quantitative analysis using SPSS—Aiken’s V for content validity, Cronbach’s Alpha for reliability, descriptive statistics for practicality, and paired-sample t-tests for pretest–posttest comparison—showed strong psychometric properties: Aiken’s V = 0.789 (valid), Cronbach’s Alpha = 0.84 (very high reliability), practicality = 88.4%, and improvement from pretest 61.4 to posttest 81.7 (Sig. < 0.05). The study provides empirical evidence that integrating local cultural contexts into mathematics assessments enhances both contextual validity and students’ higher-order thinking skills. Therefore, the ethnomathematics-based test instrument is valid, practical, and effective for mathematics evaluation and instruction in higher education, offering a culturally grounded alternative to promote critical thinking in mathematics learning.

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