Rosidin Rosidin, Rangga Firdaus, Roseleena Anantanukulwong, Johanis Kinda

Innovation in Mathematics Learning Through E-Learning Ethnomathematics: Creative Thinking Skills and Learning Outcomes

Introduction

Innovation in mathematics learning through e-learning ethnomathematics: creative thinking skills and learning outcomes. Explore innovative e-learning ethnomathematics using Lampung culture to significantly enhance students' creative thinking skills and math learning outcomes. Adaptive 21st-century education.

Abstract

This study aims to develop ethnomathematics-based e-learning with a touch of Lampung cultural design and analyze its influence on students’ creative thinking skills and learning outcomes in a number of materials. E-learning based on ethnomathematics was developed using the Branch development model with stages of development, implementation, and evaluation. The research sample consisted of 80 students selected through purposive sampling techniques. The data collection instrument was an essay test to measure students’ creative thinking skills and learning outcomes. The data were analyzed using an independent sample t-test statistical test with the help of SPSS 25 software. The results of the analysis showed that the t-value for creative thinking skills (14.426) and learning outcomes (13.921) were higher than the t table (1.990) at a significance level of 0.05. This indicates a significant difference between the experimental and control groups. The average increase in creative thinking skills reached 67.5%, while student learning outcomes increased by 65.0%. This e-learning enhances the originality and elaboration aspects of creative thinking and provides a learning experience that enriches mathematical knowledge through the Lampung cultural context. E-learning based on ethnomathematics with Lampung design offers innovation in digital learning that is not only adaptive to the needs of the 21st century but also supports the preservation of local culture in the educational process. This study recommends ethnomathematics-based e-learning as an alternative learning medium that effectively improves creative thinking skills and student learning outcomes while introducing Lampung culture more broadly in an academic context

Review

This study presents an innovative approach to mathematics education by developing and evaluating ethnomathematics-based e-learning, uniquely integrated with Lampung cultural design. The core objective was to assess its impact on students' creative thinking skills and learning outcomes. The research successfully demonstrates the potential of this blended methodology, reporting significant improvements in both measured variables. Specifically, creative thinking skills showed an impressive average increase of 67.5%, and learning outcomes improved by 65.0%, with statistical analysis confirming these differences between experimental and control groups. This dual focus on enhancing academic performance while simultaneously promoting local cultural preservation through digital learning is a commendable and timely contribution to educational research. While the abstract highlights compelling results, more detailed methodological transparency would strengthen the paper. The use of the Branch development model is noted, and purposive sampling for 80 students provides a reasonable sample size, but the specific educational context (e.g., grade level, school type) and the "number of materials" covered remain vague. Crucially, the abstract mentions a significant difference between experimental and control groups but does not elaborate on the nature of the control group's intervention, making it difficult to fully contextualize the observed improvements. Further clarification on the essay test instrument, including its validation for measuring creative thinking skills (e.g., using a robust rubric for originality and elaboration) and learning outcomes, would be beneficial. Additionally, the calculation of the "average increase" percentages (67.5% and 65.0%) needs precise definition—whether these represent pre-post gains, effect sizes, or another metric. Despite these minor points for clarification, the study offers valuable insights into the effective integration of technology, culture, and mathematics pedagogy. The development of an e-learning platform that is adaptive to 21st-century learning needs while actively supporting the preservation and introduction of local culture in an academic context is particularly noteworthy. This research not only provides a strong argument for the efficacy of ethnomathematics-based e-learning as an alternative teaching medium but also underscores the importance of culturally responsive curriculum design. The findings strongly recommend this approach for improving student engagement, fostering creative thinking, and enriching mathematical understanding through a culturally relevant lens, making it a significant contribution to the field.

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