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Journal of Emerging Techologies in Ethnomathematics
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 31095623     DOI : https://doi.org/10.26740/jetie.v1i2.48685
Core Subject : Education,
Education Mathematics
Journal of Emerging Technologies in Ethnomathematics (JETiE) is a Mathematics Education Department, State University of Surabaya Campus 5. This journal focuses on presenting the integration of mathematics and cultures (ethnomathematics) in various regions and even countries throughout the world by utilizing multiple technologies such as Android-based applications, 3D applications, 4D applications, gamification, web-based applications, coding, Artificial Intelligence (AI), Augmented Reality (AR), and Virtual Reality (VR). This journal aims to help preserve various cultures in many countries while following developments in the future era of Society 5.0.
Arjuna Subject : Umum - Umum
Articles 15 Documents
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Design of Quadrilateral Teaching Materials Assisted by GeoGebra in the Context of the Joglo Mosque UNESA 5 Campus Sumarni Sumarni; Nafisyatul Azizah; Rahma Afinnisa Noviari; Ratu Mauladaniyati
Journal of Emerging Technologies in Ethnomathematics Vol. 2 No. 1 (2026): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v2i1.52486

Abstract

The integration of local culture and digital technology into mathematics learning has become an important strategy for creating meaningful learning experiences. However, learning materials about quadrilaterals are generally still abstract and rarely incorporate local cultural contexts supported by interactive technology. Therefore, this study aims to design learning materials for quadrilaterals by integrating the ethnomathematics context of the Joglo Al-Hasan Mosque at UNESA Campus 5, using the Realistic Mathematics Education (RME) approach, and GeoGebra as an interactive visualization tool. This study uses a Research and Development (R&D) approach that focuses on the design phase of the ADDIE model. The design process consists of needs analysis through a literature review, identification of quadrilateral concepts embedded in the mosque architecture, formulation of learning outcomes, preparation of learning activities, selection of learning methods and media, development of assessment instruments, and preparation of learning material designs. The resulting design integrates realistic learning scenarios, GeoGebra-assisted exploration activities, student worksheets, problem-solving tasks, and assessments aligned with the learning objectives. Learning activities are structured to facilitate students in building quadrilateral concepts through exploration, mathematical reasoning, discussion, and reflection based on meaningful real-life contexts. This study provides a theoretically grounded blueprint for developing culturally responsive and technology-enabled learning materials that support the implementation of contextual mathematics learning in the 21st century. Further research is recommended to continue the development, implementation, and evaluation stages to test the validity, practicality, and effectiveness of the proposed teaching materials.
Development of Digital-Based Ethnomathematics E-Modules to Improve Mathematical Literacy Chika Rahayu; Pradnyo Wijayanti; Mazia Aulia Azizah; Riza Haikal Azhar
Journal of Emerging Technologies in Ethnomathematics Vol. 2 No. 1 (2026): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v2i1.52962

Abstract

The lack of mathematical literacy skills and the importance of using e-modules in geometry learning are the background of this study. This research aims to develop a digital-based ethnomathematics e-module that is valid, practical, and effective in improving students' mathematical literacy. This research uses the Research and Development (R&D) method with the ADDIE development model which includes the stages of analysis, design, development, implementation, and evaluation. The subjects of the study were 30 junior high school students in grade VIII. The instruments used included expert validation sheets, student response questionnaires, and mathematical literacy tests. The results of the study show that the e-modules developed have a high level of validity based on the assessment of material experts and media experts. In addition, the e-module is stated to be practical based on positive student responses, as well as effective in improving mathematical literacy as shown by improving student test results categorized medium category. Thus, digital-based ethnomathematics e-modules are suitable for use as an alternative teaching material to support contextual and meaningful mathematics learning.
Smart Ethnomath Game: An Ethnomathematics-Based Digital Game for Improving Numeracy in Geometry Lisnani Lisnani; Toh Tin Lam; Hilma Alia; Suci Mutiya Ningrum
Journal of Emerging Technologies in Ethnomathematics Vol. 2 No. 1 (2026): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v2i1.52966

Abstract

The background of this research is based on the low numeracy skills of students and the lack of contextual, interesting, and integrating local culture learning media in mathematics learning. The research aims to develop smart ethnomath games which is an interactive learning media based on ethnomathematics on geometry materials to improve numeracy of the students.  This research uses the Research and Development (R&D) method with the ADDIE development model which includes the stages of analysis, design, development, implementation, and evaluation. The subjects of the study were fifth grade students in junior high school students consisting of 60 students. The instruments used included expert validation sheets, student response questionnaires, and numeracy tests. The results of the study show that the smart ethnomath game developed meets the valid criteria with an excellent category based on the assessment of material and media experts. In addition, this media is declared practical to be used based on the positive response of students. The effectiveness test showed that the use of Smart Ethnomath Game was able to significantly improve students' numeracy, especially in understanding geometric concepts contextually. Smart Ethnomath Game can be an innovative alternative in mathematics learning that effectively integrates local technology and culture.
From Traditional Game to Mathematical Representation: An Ethnomodelling Study of Congklak Sri Suryanti; Clinton Chidiebere Anyanwu
Journal of Emerging Technologies in Ethnomathematics Vol. 2 No. 1 (2026): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v2i1.52982

Abstract

This research examines congklak game as a local practice involving mathematics and represents mathematical aspects of the congklak using ethnomodeling approach. Using qualitative methods with an interpretive ethnographic design, data were gathered through observations of congklak players, documentation of congklak paraphernalia, and analysis of seed arrangement on the congklak board. The analysis followed emic, etic, and dialogic stages to translate local gameplay practices into formal mathematical representations. Results showed that congklak includes mathematical aspects such as enumeration, discrete distribution, one-to-one relationship, cycles, positionality, conservation of quantity, and transformations from one board position to another. Congklak mathematical structures were then represented mathematically in the form of cyclic discrete position systems, distribution function that leads to final board position, and transformations of game positions. Findings show that congklak cannot simply be described as a form of play or learning situation that takes place in a cultural context; it is also a local body of knowledge having mathematics in its operations. Ethnomodeling is further advanced as an analytical approach in lieu of descriptive ethnomathematics while acknowledging local culture as the basis of contextualized mathematics education.
Adventures of Geometry: An Ethnomathematics-Based Virtual Reality Learning Media in the Context of Benteng Pendem for Geometry Transformations Siti Muslikhatul Tsaniyah; Ratu Mauladaniyati; Tia Ekawahyu Agustin
Journal of Emerging Technologies in Ethnomathematics Vol. 2 No. 1 (2026): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v2i1.53081

Abstract

This study aimed to develop Adventures of Geometry, an ethnomathematics-based Virtual Reality (VR) learning medium that integrates the architectural heritage of Benteng Pendem into the learning of geometry transformations. The study employed a Research and Development (R&D) approach using the ADDIE instructional design model, consisting of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through expert validation sheets, student response questionnaires, classroom observations, and analysis of students' learning activities. The developed media achieved an average expert validation score of 89%, indicating a very valid category, and a practicality score of 88%, indicating a very practical category for classroom implementation. Analysis of students' learning activities showed that the immersive VR environment effectively facilitated students' understanding of translation and reflection, although additional instructional support remained necessary for rotation and dilation. The integration of immersive Virtual Reality with ethnomathematics through the cultural context of Benteng Pendem provides a meaningful learning environment that promotes conceptual understanding, spatial reasoning, and cultural awareness simultaneously. This study contributes to mathematics education by providing a systematically developed instructional framework for integrating Virtual Reality and ethnomathematics into culturally responsive geometry learning and offers an innovative alternative for teaching abstract geometry transformation concepts.

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