<![CDATA[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.]]>
