Transforming Geometry Learning with an Interactive E-Module Integrating Ethno-Realistic Mathematics Education: A Design-Based Approach to Enhancing Numeracy Skills
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| Title: | Transforming Geometry Learning with an Interactive E-Module Integrating Ethno-Realistic Mathematics Education: A Design-Based Approach to Enhancing Numeracy Skills |
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| Language: | English |
| Authors: | I. Putu Ade Andre Payadnya, Kadek Rahayu Puspadewi, Gde Iwan Setiawan |
| Source: | Mathematics Teaching Research Journal. 2025 17(5):24-51. |
| Availability: | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 8 |
| Descriptors: | Geometry, Culturally Relevant Education, Mathematics Instruction, Numeracy, Learning Trajectories, Electronic Learning, Authentic Learning, Foreign Countries, Middle School Students, Grade 8, Learning Activities, Instructional Effectiveness |
| Geographic Terms: | Indonesia |
| ISSN: | 2573-4377 |
| Abstract: | Integrating cultural contexts into mathematics education, mainly through Ethno-Realistic Mathematics Education (Ethno-RME), presents a significant opportunity to enhance students' numeracy skills in geometry. However, challenges persist in effectively incorporating cultural elements into curricula while maintaining rigorous and modern mathematical instruction. This study addresses this gap by designing a learning trajectory for teaching geometry through the lens of Ethno-RME with E-Module as technology integration. The research is guided by design-based research methods, encompassing preliminary design, experimental design, and retrospective analysis stages. Primary data include qualitative descriptive and quantitative data collected through Focus Group Discussions (FGD), observations of student activities, field notes, student worksheets, video analysis, tests, and interviews. Participants included students from four schools, with a total of 123 students. The findings indicate that the implementation of the Hypothetical Learning Trajectory (HLT) significantly improved students' numeracy skills, increasing the average pass rate across four schools from 55.25% in the pre-test to 86.2% in the post-test, with all schools showing substantial progress. Students demonstrated enhanced problem-solving skills, critical thinking, and creative reasoning. This research underscores the value of blending cultural relevance with digital-based mathematical instruction, providing a novel approach to designing a curriculum that is both educationally impactful and culturally meaningful. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491531 |
| Database: | ERIC |
| Abstract: | Integrating cultural contexts into mathematics education, mainly through Ethno-Realistic Mathematics Education (Ethno-RME), presents a significant opportunity to enhance students' numeracy skills in geometry. However, challenges persist in effectively incorporating cultural elements into curricula while maintaining rigorous and modern mathematical instruction. This study addresses this gap by designing a learning trajectory for teaching geometry through the lens of Ethno-RME with E-Module as technology integration. The research is guided by design-based research methods, encompassing preliminary design, experimental design, and retrospective analysis stages. Primary data include qualitative descriptive and quantitative data collected through Focus Group Discussions (FGD), observations of student activities, field notes, student worksheets, video analysis, tests, and interviews. Participants included students from four schools, with a total of 123 students. The findings indicate that the implementation of the Hypothetical Learning Trajectory (HLT) significantly improved students' numeracy skills, increasing the average pass rate across four schools from 55.25% in the pre-test to 86.2% in the post-test, with all schools showing substantial progress. Students demonstrated enhanced problem-solving skills, critical thinking, and creative reasoning. This research underscores the value of blending cultural relevance with digital-based mathematical instruction, providing a novel approach to designing a curriculum that is both educationally impactful and culturally meaningful. |
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| ISSN: | 2573-4377 |
