<![CDATA[This study aimed to reconstruct geometric concepts through an ethnomathematical approach and examine its impact on students' contextual problem-solving skills, addressing the limited use of Design-Based Research (DBR) in this area. Using a DBR approach conducted through iterative phases of preliminary analysis, design, implementation, and reflection, the study involved 30 eighth-grade students at SMPN 1 Madapangga. Two implementation cycles were carried out: the first informed design revisions, while the second confirmed that the refined design had reached a stable, mature form. The learning design employed Uma Lengge, a traditional Bimanese (Mbojo) granary structure, as the cultural artefact for reconstructing solid geometry concepts. Data were collected through contextual problem-solving tests, classroom observations, interviews, and documentation and were analysed using a mixed-methods approach. Results showed a statistically significant improvement in students' contextual problem-solving skills (t(29) = 9.87, p < 0.001), with a large effect size (Cohen's d = 1.80, 95% CI [1.15, 2.46]) and a moderate average N-gain of 0.62. Students demonstrated improved abilities to understand problems, formulate mathematical models, apply geometric concepts, and interpret solutions, while observations and interviews indicated greater engagement and conceptual understanding. These findings demonstrate that culturally contextualised, iteratively refined learning designs can effectively reconstruct geometric concepts and enhance meaningful mathematical learning, contributing a practical DBR-based framework for culturally responsive mathematics education.]]>
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