Rita Rita, Krisma Natalia, Ika Fitri Apriani P

Developing Upak Nyamu Ethnomathematics Learning Media through Design-Based Research to Improve Elementary Students’ Critical Thinking

Introduction

Developing upak nyamu ethnomathematics learning media through design-based research to improve elementary students’ critical thinking. Develops Upak Nyamu ethnomathematics learning media using DBR to boost elementary students' critical thinking. Validated media enhances engagement, cultural awareness, and meaningful math learning.

Abstract

The limited integration of local cultural contexts into mathematics instruction remains a significant gap, particularly in elementary education, where learning often emphasizes abstract concepts that are not connected to students’ real-life experiences. In addition, the availability of culturally based learning media that are both contextually relevant and empirically tested is still limited. This condition reduces student engagement and constrains the development of higher-order thinking skills. Therefore, this study aims to develop and examine the effectiveness of culturally based learning media using upak nyamu to enhance elementary students’ critical thinking skills and support meaningful learning experiences. This study employed a Design-Based Research (DBR) approach involving 28 fourth-grade students. Data were collected through expert validation, observations, interviews, and pretest–posttest assessments. The results indicate that the developed media is valid and feasible, with a Content Validity Index exceeding 0.80 across all aspects. Students’ mean scores increased from 9.71 to 17.04, while the N-Gain score (0.0799) remained in the low category due to the short implementation period and the need for sustained use of ethnomathematics-based media. The findings show that integrating local cultural elements into mathematics learning enhances students’ understanding, engagement, and cultural awareness, and highlights the importance of culturally responsive pedagogy in creating meaningful and contextual learning environments.

Review

This study addresses a pertinent gap in elementary mathematics education by exploring the integration of local cultural contexts, specifically through "Upak Nyamu" ethnomathematics learning media, to foster critical thinking. The authors cogently argue that abstract mathematical concepts often disconnect from students' real-life experiences, diminishing engagement and hindering higher-order thinking skills. The use of a Design-Based Research (DBR) approach with 28 fourth-grade students, triangulating data through expert validation, observations, interviews, and pretest-posttest assessments, provides a robust methodological framework for developing and evaluating this culturally responsive pedagogical tool. The premise of leveraging indigenous knowledge systems to make mathematics more meaningful and accessible is highly commendable and relevant to global efforts in decolonizing curricula. The findings indicate promising initial results regarding the media's design and validity, with expert validation confirming its feasibility (CVI > 0.80). Furthermore, the reported increase in students' mean scores from 9.71 to 17.04 suggests some positive impact on learning, alongside anecdotal evidence of enhanced understanding, engagement, and cultural awareness. However, a significant caveat is the low N-Gain score (0.0799), which the authors attribute to a short implementation period. While acknowledging this limitation, a low N-Gain score typically suggests minimal learning gains or that the intervention's impact was not substantial enough to move students from a lower to a higher performance category effectively. This raises questions about the direct effectiveness in "improving elementary students’ critical thinking" as strongly implied by the title, and warrants further discussion on how the observed mean score increase aligns with a low N-Gain. Despite the nuanced interpretation required for the N-Gain score, this research makes a valuable contribution to the field of ethnomathematics and culturally responsive pedagogy. It successfully demonstrates the feasibility and potential of developing culturally situated learning media, providing a tangible example of how local heritage can enrich the learning environment. For future research, it would be beneficial to replicate this study with a longer intervention period and potentially a larger sample size to thoroughly investigate the impact on critical thinking skills and ascertain a more robust N-Gain. The study ultimately reinforces the critical importance of culturally responsive approaches in creating more meaningful, contextual, and engaging learning experiences for elementary students.

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