Developing Ethnomathematics-Based Outdoor PBL Materials for Mathematical Problem Solving
This study was motivated by the limited use of mathematics teaching materials that facilitate students’ mathematical problem-solving abilities through contextual learning experiences. As a result, students often have difficulty understanding concepts and solving mathematical problems systematically. This research aimed to develop comparative and scale teaching materials with ethnomathematical nuance, integrated with Problem-Based Learning (PBL) and outdoor learning strategies; to determine the feasibility and readability of the developed materials; and to describe students’ mathematical problem-solving abilities after the implementation of the teaching materials. This study employed a Research and Development (R&D) method using the 4D development model, which consisted of define, design, and develop stages. The research subjects were 30 seventh-grade students (N = 30) at one of the junior high schools in Semarang Regency. Data were collected through expert validation sheets, readability questionnaires, mathematical problem-solving tests, and documentation. The feasibility test involved two mathematics education lecturers and two junior high school mathematics teachers. The findings showed that the developed teaching materials were deemed feasible based on expert validation results across content, presentation, and language. The readability test also indicated that the teaching materials were easy for students to understand. Furthermore, the pretest and posttest analysis showed an improvement in students’ mathematical problem-solving abilities, with an N-gain score of 0.66, placing it in the medium category. Most students’ posttest scores were higher than their pretest scores after learning using the developed teaching materials. Therefore, the developed teaching materials demonstrated validity and practicality and showed potential to support improvements in students’ mathematical problem-solving abilities through contextual ethnomathematics-based learning activities.
Keywords: mathematics problem-solving, ethnomathematics, outdoor learning, PBL.
Alp Christ, A., Capon-Sieber, V., Grob, U., & Praetorius, A.-K. (2022). Learning processes and their mediating role between teaching quality and student achievement: A systematic review. Studies in Educational Evaluation, 75(October), 101209. https://doi.org/10.1016/j.stueduc.2022.101209
Amalina, I. K., & Vidákovich, T. (2023). Development and Differences in Mathematical Problem-Solving Skills: A Cross-Sectional Study of Differences in Demographic Backgrounds. Heliyon, 9(5). https://doi.org/10.1016/j.heliyon.2023.e16366
Andang, S., & Hadi, A. M. (2025). Integrating ethnomathematics into digital learning materials to enhance junior high school students’ geometry problem solving skills. Multidisciplinary Science Journal, 8(5), 2026327. https://doi.org/10.31893/multiscience.2026327
Asmara, W., Haji, S., & Hanifah, H. (2018). Penggunaan Bahan Ajar Outdoor Learning untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis. JTAM | Jurnal Teori dan Aplikasi Matematika, 2(2), 128. https://doi.org/10.31764/jtam.v2i2.498
Batiibwe, M. S. K. (2024). The Role of Ethnomathematics in Mathematics Education : A Literature Review. Asian Journal for Mathematics Education, 3(4), 383–405. https://doi.org/10.1177/27527263241300400
Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., & Mess, F. (2017). Effects of regular classes in outdoor education settings: A systematic review on students’ learning, social and health dimensions. International Journal of Environmental Research and Public Health, 14(5), 1–20. https://doi.org/10.3390/ijerph14050485
Cimen, O. A. (2014). Discussing Ethnomathematics: Is Mathematics Culturally Dependent? Procedia - Social and Behavioral Sciences, 152, 523–528. https://doi.org/10.1016/j.sbspro.2014.09.215
D’Ambrosio, U. (1999). Literacy, Matheracy, and Technocracy: A Trivium for Today. Mathematical Thinking and Learning, 1(2), 131–153. https://doi.org/10.1207/s15327833mtl0102_3
Fan, L., Zhu, Y., & Miao, Z. (2013). Textbook research in mathematics education: development status and directions. ZDM, 45(5), 633–646. https://doi.org/10.1007/s11858-013-0539-x
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice (3rd ed.). Teachers College Press.
Gembong, S., Krisdiana, I., Suprapto, E., Setyansah, R. K., Widodo, S. A., & Murtafiah, W. (2023). The effectiveness of mathematics learning based on Javanese vegetable salad context to improving students’ higher order thinking skills. Pegem Journal of Education and Instruction, 13(1). https://doi.org/10.47750/pegegog.13.01.10
Harding-DeKam, J. L. (2014). Defining culturally responsive teaching: The case of mathematics. Cogent Education, 1(1), 972676. https://doi.org/10.1080/2331186X.2014.972676
Hmelo-Silver, C. E. (2004). Problem-Based learning: what and how do students learn? Educational Psychology Review, 16(3), 235–266.
Khairunnisa, I. A., Mairing, J. P., Sudirman, S., & Rodríguez-Nieto, C. A. (2025). Integrating cultural contexts into mathematics: effects of culture-based worksheets on students’ mastery of geometric transformations. Polyhedron International Journal in Mathematics Education, 3(1), 1–10. https://doi.org/10.59965/pijme.v3i1.167
Mangilala, B.-L. D., & Cajandig, A. J. S. (2025). Assessing the problem-solving abilities and their difficulties in learning mathematics as basis for instructional strategies framework. International Journal of Research and Innovation in Social Science, IX(III), 4211–4221. https://doi.org/10.47772/IJRISS.2025.90300336
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 international results in mathematics. https://timssandpirls.bc.edu/timss2015/international-results/
National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics.
Nicholus, G., Muwonge, C. M., & Joseph, N. (2023). The role of problem-based learning approach in teaching and learning physics: a systematic literature review. F1000Research, 12, 951. https://doi.org/10.12688/f1000research.136339.2
Nitko, A. J., & Brookhart, S. M. (2014). Educational Assessment of Students (7th ed.). Pearson Education.
Nuryadi, Fitriadhy, A., Marhaeni, N. H., Purwoko, R. Y., & Rumasoreng, M. I. (2023). The effects of puppet ethnomathematics applications as mathematics teaching materials for character education-based. Pegem Journal of Education and Instruction, 13(02). https://doi.org/10.47750/pegegog.13.02.19
OECD. (2019). PISA 2018 Assessment and analytical framework. In PISA, OECD Publishing.
Pepin, B., Gueudet, G., & Trouche, L. (2013). Re-sourcing teachers’ work and interactions: a collective perspective on resources, their use and transformation. ZDM, 45(7), 929–943. https://doi.org/10.1007/s11858-013-0534-2
Polya, G. (1973). How to solve it: A new aspect of mathematical method (2nd ed.). Princeton University Press.
Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2004). A review of research on outdoor learning.
Sakti, S. A., Endraswara, S., & Rohman, A. (2024). Integrating local cultural values into early childhood education to promote character building. International Journal of Learning, Teaching and Educational Research, 23(7), 84–101. https://doi.org/10.26803/ijlter.23.7.5
Shih, Y.-H. (2024). Culturally responsive curriculum: A systematic overview. Edelweiss Applied Science and Technology, 8(6), 6917–6925. https://doi.org/10.55214/25768484.v8i6.3493
Stefanutti, L., de Chiusole, D., & Brancaccio, A. (2021). Markov solution processes: Modeling human problem solving with procedural knowledge space theory. Journal of Mathematical Psychology, 103, 102552. https://doi.org/10.1016/j.jmp.2021.102552
Sudjana. (2014). Metoda statistika. Tarsito.
Sugiharti, A., Rahmawati, D., & Anwar, R. (2026). Trends in mathematical problem-solving skills in mathematics learning. International Journal of Studies in Education and Science, 7(2), 188–201. https://doi.org/10.46328/ijses.6725
Suraji, M., & Saragih, S. (2018). Analisis kemampuan pemahaman konsep matematis dan kemampuan pemecahan masalah matematis siswa smp pada materi sistem persamaan linear dua variabel (SPLDV) [Analysis of the ability to understand mathematical concepts and mathematical problem solving ability of junior high school students on the material of two-variable linear equation systems (SPLDV)]. Suska Journal of Mathematics Education, 4(1), 9–16. https://doi.org/10.24014/sjme.v3i2.3897
Tong, C. K.-Y., Yip, E. S.-K., & Wong, T. T.-Y. (2023). Examining the unique contributions and developmental stability of individual forms of relational reasoning to mathematical problem solving. Contemporary Educational Psychology, 73(102181). https://doi.org/10.1016/j.cedpsych.2023.102181
Van den Heuvel-Panhuizen, M., & Drijvers, P. (2020). Realistic mathematics education. In S. Lermon (Ed.), Encyclopedia of mathematics education (2nd ed., pp. 713–717). Springer International Publishing. https://doi.org/10.1007/978-3-030-15789-0_170
Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. MA: Harvard University Press.
Waite, S. (2020). Where are we going? International views on purposes, practices and barriers in school-based outdoor learning. Education Sciences, 10(11), 1–33. https://doi.org/10.3390/educsci10110311
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.