Development of an Ethnomathematics-Based Mobile Learning Module Integrating Banggai Yam Farming Culture for Contextual Mathematics Learning
This study addresses the disconnection between mathematics learning and local culture in Indonesian junior high schools. Purpose: The core goal was to develop an ethnomathematics mobile learning module rooted in the yam farming culture of the Banggai Islands Regency and to verify its validity, practicality, and initial effectiveness in improving students’ mathematical literacy. Method: This research and development (R&D) adapted the ADDIE model. Cultural data were collected through observations and interviews, then integrated into an Android-based module. The product was validated by two experts and one practitioner and subsequently tested on 20 eighth-grade students using a one-group pretest-posttest design. Key Findings: The module, which integrates mathematical concepts such as measurement, arithmetic, and geometry as applied in yam farming, was confirmed to be valid and practical, receiving a 95% approval rating from the practitioner and 96.88% positive feedback from students. However, the module's effectiveness in improving mathematical literacy was low, with an average N-Gain score of 0.13, falling short of the established criteria. Conclusion: The developed module demonstrates high levels of validity and practicality. However, the improvement in mathematical literacy skills remains in the low category (N-Gain = 0.13), thus failing to meet the established effectiveness criteria. Consequently, the module's effectiveness in enhancing mathematical literacy requires further refinement and testing.
Keywords: ethnomathematics, mobile learning module, banggai yams farming culture, mathematical literacy, contextual mathematics learning.
Abidin, Z., Mathrani, A., Parsons, D., & Suriadi. (2016). Opportunities and challenges of mobile learning for promoting mathematical literacy. International Journal of Mobile and Blended Learning, 8(4), 1–15.
Akbar, S. (2017). Instrumen perangkat pembelajaran. Bandung: Remaja Rosdakarya
Arikunto, S. (2018). Dasar-Dasar Evaluasi Pendidikan. (3rd ed.). Bumi Aksara.
Aslan, A., & Zhu, C. (2016). Influencing factors and integration of mobile technologies in mathematics education. EURASIA Journal of Mathematics, Science and Technology Education, 12(11), 2975–2989.
Batiibwe, M. S. K. (2024). The role of ethnomathematics in mathematics education: A literature review. SAGE Open, 14(4), 1–18.
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
Cartwright, T. J., & Hallar, B. (2018). Taking risks with a growth mindset: Long-term influence of an elementary pre-service after school science practicum. International Journal of Science Education, 40(3), 348–370.
Clarkson, P., & Presmeg, N. (2008). Critical issues in mathematics education: Major contributions of culture and communication. Mathematics Education Research Journal, 20(2), 1–18.
Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of Mobile Learning (pp. 3–14). New York, NY: Routledge.
D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44–48.
Dicle, R. M. (2025). Mobile learning in mathematics: Benefits, challenges, strategies, and proponents’ and opponents’ views. International Review of Research in Open and Distributed Learning, 26(4), 1–22.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3–21). San Francisco, CA: Pfeiffer.
Khikmiyah, F., & Rakhma, P. A. (2019). Mathematics literacy mobile learning application: Development of Android-based mathematical literacy learning materials. Didaktika, 25(2), 201–214.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.
Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34–37. https://doi.org/10.1002/pfi.4930420508
Mulyadi, F. J., Rohati, R., & Nusantara, D. S. (2025). Mapping research trends and thematic evolution in ethnomathematics 2020–2025: A bibliometric analysis in mathematics education. Journal of General Education and Humanities, 5(2), 1–18.
Nasrum, A., Salido, A., & Chairuddin. (2025). Unveiling emerging trends and potential research themes in future ethnomathematics studies: A global bibliometric analysis. International Journal of Learning, Teaching and Educational Research, 24(1), 1–20.
OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. Paris, France: OECD Publishing.
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. Paris, France: OECD Publishing.
Orey, D. C., & Rosa, M. (2023). Revisiting the theoretical foundations of ethnomodelling. Educação Por Escrito, 14(1), e45054.
Purnomo, I., Yusuf, Y., & Rosita, N. T. (2025). From GeoGebra to Canva: Systematic literature review on the shift to interactive media trends in mathematical literacy (2020–2025). Mosharafa: Jurnal Pendidikan Matematika, 14(4), 1–20.
Putra, E. C. S., & Mahmudah, F. N. (2021). The implementation of ethnomathematics-based learning for students. Supremum Journal of Mathematics Education, 5(2), 162–169.
Rezeki, S., Andrian, D., & Safitri, Y. (2021). Mathematics and cultures: A new concept in maintaining cultures through the development of learning devices. International Journal of Instruction, 14(3), 375–392.
Rosa, M., & Orey, D. C. (2011). Ethnomathematics: The cultural aspects of mathematics. Revista Latinoamericana de Etnomatemática, 4(2), 32–54.
Rosa, M., & Orey, D. C. (2021). An ethnomathematical perspective of STEM education in a glocalized world. BOLEMA: Boletim de Educação Matemática, 35(70), 840–876.
Rosa, M., & Orey, D. C. (2023). Considerations about ethnomathematics, culturally relevant pedagogy and social justice in mathematics education. Educação Matemática Pesquisa, 25(2), 145–165.
Siregar, N., Prahmana, R. C. I., & Widodo, S. A. (2022). Ethnomathematics in mathematics learning: A systematic literature review. Journal on Mathematics Education, 13(2), 245–264.
Sugiyono. (2022). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Utami, R. E., Widodo, S. A., & Prahmana, R. C. I. (2023). Ethnomathematics-based learning and students’ mathematical literacy: A meta-analysis study. Journal on Mathematics Education, 14(1), 57–74.
Wulandari, I. G. A. P. A., Payadnya, I. P. A. A., Puspadewi, K. R., & Saelee, S. (2024). The significance of ethnomathematics learning: A cross-cultural perspective between Indonesian and Thailand educators. Journal of Mathematics Education Research, 15(2), 1–15.
Xu, H., & Ball, R. (2024). Multiple forms of knowing in mathematics: A scoping literature study. Educational Studies in Mathematics, 117(1), 1–24.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.