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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika JURNAL MATEMATIKA STATISTIKA DAN KOMPUTASI Journal on Mathematics Education (JME) Jurnal Riset Pendidikan Matematika Indonesian Journal of Applied Statistics Indonesian Journal of Science and Mathematics Education Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Southeast Asian Mathematics Education Journal Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Prosiding Seminar Nasional Official Statistics Jurnal Natural Jurnal Pendidikan dan Pengabdian Masyarakat STATISTIKA Jurnal Statistika dan Sains Data Jurnal Kajian dan Terapan Matematika Algoritma: Jurnal Matematika, Ilmu Pengetahuan Alam, Kebumian dan Angkasa Jurnal Pendidikan Progresif Mathematics Education Journal Journal on Mathematics Education Mathema: Jurnal Pendidikan Matematika Jurnal Natural
Kismiantini Kismiantini
Jurusan Pendidikan Matematika, Fakultas MIPA, Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Neuroscience Physics Social Sciences Other

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Bridging Culture and STEM Education: Developing a Tamansiswa-Grounded Project-Based Learning Model to Strengthen Mathematical Connections and Collaboration Skills Annis Deshinta Ayuningtyas; Sugiman; Kismiantini; Wahyu Setyaningrum
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20823

Abstract

This study aims to develop and evaluate the initial feasibility of a culturally grounded STEM instructional model that incorporates the Tamansiswa educational philosophy, encompassing Tri N (Niteni, Nirokke, and Nambahi) and Tri Ko (Cooperative, Consultative, and Corrective), to scaffold project-based learning while fostering students’ mathematical connection and collaboration skills. Employing an Educational Design Research (EDR) approach, the study collected data through expert validation sheets, implementation observation sheets, response questionnaires, mathematical connection tests, and collaboration observation sheets. Expert validation was analyzed using Aiken’s V and feasibility percentages, while implementation fidelity was assessed using Interjudge Agreement (IJA). Effectiveness was evaluated using Normalized Gain (N-Gain) and, following Shapiro–Wilk normality testing, either the Wilcoxon signed-rank test with rank-biserial r or the paired-samples t-test with Cohen’s dz, as appropriate. The study comprised analysis, design, and evaluation phases, including validation by five experts and a small-scale pilot involving 30 eighth-grade students from two junior high schools in Yogyakarta. The model demonstrated very high validity (95.42%; Aiken’s V = 0.86–0.96) and good implementation fidelity (mean IJA = 89.49%). Statistically significant improvements were observed in students’ mathematical connection skills (Wilcoxon Z = 4.78, p < .001; rank-biserial r = 0.87; N-Gain = 0.44, moderate) and collaboration skills (t(29) = 14.62, p < .001; Cohen’s dz = 2.67; N-Gain = 0.41, moderate). These findings provide empirical evidence that indigenous educational philosophy can function as a coherent pedagogical foundation, rather than merely as supplementary cultural content, for integrated project-based STEM learning. The study also offers practical implications for curriculum developers seeking to design culturally responsive instructional frameworks.
Co-Authors Adi Cilik Pierewan Agustina, Tri Rahayu Annis Deshinta Ayuningtyas Ariyadi Wijaya Atikah, Farahhuda Bayutama Isnaini Bayutama Isnaini Brilliant, Indira Ihnu DHEWI, OKTIVA RAHMAWATI Dhoriva Urwatul Wustqa Dhoriva Urwatul Wutsqa Earthadara, Salma Calista Eka Mega Nanda Elly Arliani Endang Listyani Eva Fridiyani Putri Ezra Putranda Setiawan Fajar Ediyanto Fani Yunida Anggraheni Gunandi, Afriadi Hery Nugroho, Hery Hilmi, Irfan Husniyah, Fajra Inayati, Syarifah Isnaini, Bayutama Khariyani, Angeliya Milla Langiran, Andriati Latifah, Ayustina Intan Mathilda Susanti Montesinos-López, Osval A. Montesinos-Lopez, Osval Antonio Muhammad Fauzan Muhammad Fauzan Mustaqimah, Dayyinah Nadiya Azhar Mufid Nikenasih Binatari Ningsih, Rr Putri Nadia Nur'aini, Rizky Osval A. Montesinos- López Osval Antonio Montesinos-Lopez Pamela Ayu Gitayani Permana, Ryan Sidiq Putri Puspita sari Putri Yuniar Radite, Ramadian Ratnasari, Andika Putri Retno Subekti Rizky Nur'aini Rosita Kusumawati Sahid Sahid Sahid Sahid Siti Rohiimah Sugiman Sugiman Sugiman Sukowati, Diah Viryanto, Ferdy Agus Wahyu Setyaningrum Wirnaning Rokhimah Yosica Nadilla Zahara