RESCOLLACOMMRESCOLLACOMM
International Journal of Ethno-Sciences and Education ResearchInternational Journal of Ethno-Sciences and Education ResearchThis study examines the integration of coastal ethnomathematics into geometry learning in senior high schools in Panimbang Regency, Indonesia. Ethnomathematics merges local cultural elements with mathematical concepts, providing a contextualized approach to teaching. The research focuses on how coastal culture, such as fishing boat designs and net patterns, can be used to teach geometric concepts like symmetry, angles, and shapes. A pretest-posttest experimental design was conducted with 30 Grade X students. Initially, students were taught using a traditional method, followed by a pretest to assess their understanding. They then learned geometry through coastal cultural examples, with a posttest measuring their progress. The average test score improved from 61.4 to 77.2, indicating a significant enhancement in learning outcomes. A questionnaire revealed that students found the ethnomathematics approach made geometry more relatable, easier to grasp, and increased their motivation. The study concludes that integrating ethnomathematics into geometry lessons not only improves students understanding and engagement but also fosters a greater appreciation for their local culture.
The integration of coastal ethnomathematics, utilizing elements like fishing boat designs and net patterns, proved effective in enhancing students comprehension of geometry concepts.The study demonstrated a significant improvement in student test scores, rising from an average of 61.2, highlighting the relevance of connecting geometry to everyday life.Ultimately, this contextualized learning approach not only improved academic outcomes but also fostered a greater appreciation for local culture among students.
Further research should investigate the long-term impact of ethnomathematics on students mathematical reasoning and problem-solving skills, extending beyond immediate test scores to assess sustained conceptual understanding. Additionally, studies could explore the development of comprehensive ethnomathematics curricula tailored to diverse coastal regions in Indonesia, considering the unique cultural elements and mathematical practices present in each area. Finally, research is needed to examine the effectiveness of teacher training programs designed to equip educators with the knowledge and skills to effectively integrate ethnomathematics into their teaching practices, ensuring a sustainable and widespread implementation of this approach, and to determine the best methods for adapting ethnomathematics to different geometry topics and student learning styles, potentially through the creation of a resource bank of culturally relevant examples and activities.
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