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All Journal Journal of Mathematics Instruction, Social Research and Opinion
Ade Nandang Mustafa
Universitas Sultan Ageng Tirtyasa
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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The Effectiveness of Banten Culture-Based Ethnomathematics Teaching Materials for Learning the Pythagorean Theorem Dinar Nirmalasari; Pinta Deniyanti Sampoerno; Makmuri Makmuri; Hepsi Nindiasari; Ade Nandang Mustafa
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1819

Abstract

Mathematics learning requires instructional approaches that enable students to understand abstract concepts through meaningful experiences. Ethnomathematics offers opportunities to connect mathematical ideas with cultural contexts; however, previous studies have largely focused on identifying mathematical concepts in cultural objects, while empirical evidence on the effectiveness of culture-based instructional materials remains limited. This study aimed to examine the effectiveness of Banten culture-based ethnomathematics video instructional materials in learning the Pythagorean Theorem. This study employed a posttest-only quasi-experimental design involving 60 eighth-grade students from a junior high school in Banten, Indonesia. The participants were divided into an experimental group ( ) and a control group ( ), with initial equivalence examined using Mid-Semester Test scores. Data were collected through a validated essay test and analysed using descriptive statistics, assumption tests, and an independent samples t-test. The experimental group achieved a higher mean posttest score (66.98) than the control group (46.11). The difference was statistically significant, , , with a large effect size (Cohen’s d = 0.95). The findings indicate that the developed instructional materials significantly improved students’ learning outcomes compared with conventional textbook-based instruction. However, the study was limited to one school and a relatively small sample. Future studies should involve broader contexts and additional learning variables.
Co-Authors Dinar Nirmalasari Hepsi Nindiasari Makmuri Pinta Deniyanti Sampoerno