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All Journal SIGMA: Jurnal Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika Desimal: Jurnal Matematika JURNAL PENDIDIKAN TAMBUSAI SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) JUPIKA: JURNAL PENDIDIKAN MATEMATIKA MATH-EDU: Jurnal Ilmu Pendidikan Matematika Jurnal Citra Pendidikan Abdimas Indonesian Journal Jurnal Citra Pendidikan Anak Jurnal Citra Pendidikan
Tali Wangge, Maria Carmelita
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Religion Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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A needs analysis of ethnomathematics based digital learning modules: teachers and students perceived usefulness in senior high school mathematics Bela, Maria Editha; Tali Wangge, Maria Carmelita; Wewe, Melkior; Hari, Christina Lusiana; Sayangan, Yohanes Vianey; Pantaleon, Kristianus Viktor; Kila Keli, Yohanes Oskarito
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i2.29293

Abstract

Purpose: This study aims to analyze the instructional needs and perceived usefulness of ethnomathematics-based learning modules in senior high school mathematics. The focus is placed on curriculum alignment, integration of local cultural contexts, and the potential of these modules to support contextual and meaningful learning experiences for both teachers and students. Method: A descriptive mixed-methods design was employed, combining quantitative and qualitative approaches. The participants consisted of four mathematics teachers and twenty students drawn from four senior high schools in the Golewa region. Data were collected using closed-ended questionnaires based on a four point Likert scale to capture perceptions related to instructional needs, relevance, and usefulness of ethnomathematics based modules. To enrich and validate the quantitative data, semi-structured interviews were conducted with selected participants. Quantitative data were analyzed using percentage-based Likert index calculations, while qualitative data were analyzed descriptively to support interpretation of the findings. Findings: The results indicate that the availability of ethnomathematics-based teaching modules in senior high school mathematics remains limited. From the teachers’ perspective, the average needs score reached 85.5%, highlighting strong demands for contextual learning resources aligned with the curriculum and local culture. From the students’ perspective, the perceived usefulness score averaged 82%, indicating positive responses toward increased engagement, improved conceptual understanding, and stronger connections between mathematics and everyday life. Significance: The findings demonstrate that ethnomathematics-based learning modules represent a valuable instructional innovation with the potential to enhance the quality of mathematics learning. This study provides empirical evidence to inform the development of culturally responsive and context-based learning resources that support meaningful mathematics education.
Pendampingan Pengembangan Lembar Kerja Peserta Didik (LKPD) Matematika Berbasis Model Kolaboratif dengan Pendekatan PMR Tali Wangge, Maria Carmelita; Bela, Maria Editha; Wewe, Melkior; Bhoke, Wilibaldus; Ndao, Yosefa Vilmit; Kapoh, Jeane Rosalia; Lujur, Veronika; Rema, Iventius Bai; Megu, Bonifasius
Abdimas Indonesian Journal Vol. 5 No. 2 (2025)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.v5i2.1113

Abstract

The collaborative model-based development of Student Worksheets (LKPD) for Mathematics using the Realistic Mathematics Education (RME) approach aims to improve teachers' ability to design LKPD that are contextual and meaningful, and encourage active student collaboration. This mentoring program is implemented through several stages: identifying teacher needs, training in developing RMR-based LKPD, mentoring in the design and testing process, and reflecting on implementation results. The methods used in this activity include workshops, group discussions, observations, and evaluation of teacher work. The mentoring program results indicate that teachers gained an increased understanding of PMR principles and improved their ability to develop LKPD that emphasize active student involvement in real-world problem-solving through group collaboration. Furthermore, the resulting LKPD were deemed valid and suitable for use based on expert assessment and positive student feedback. Thus, this mentoring program contributes to improving the quality of mathematics learning materials in schools and supports the implementation of more innovative, collaborative, and contextual learning.
Co-Authors Api, Jefrianus Ari, Sofia Coo Bule, Modesta Venidora Dede Rua, Maria Oktavia Dua, Yohanes Hari, Christina Lusiana Jodo, Dominikus Kaka Kapoh, Jeane Rosalia Key, Katarina Karmelita Kila Keli, Yohanes Oskarito Lao, Maria Antonia Latong, Jefrianus Lewa, Yusta Selvianjeli Lola, Teofania Kristina Lujur, Veronika Maria Editha Bela Megu, Bonifasius Ndao, Yosefa Vilmit Ngao, Priska Noa, Priska Ermelinda Nurwijayanti Pantaleon, Kristianus Viktor Rema, Iventius Bai Sare, Beatriks Tai, Yosefa Veniranda Tamo Inya, Apliana Tawa, Maria Goreti Wako, Angelia Wea, Marselina Wewe, Melkior Wilibaldus Bhoke Woli, Roslinantia Yohanes Vianey Sayangan