Email this article Enhancing Students' Mathematical Literacy through Ethnomathematics-Integrated Problem-Based Learning: A Study on Learning Independence
), Kartono Kartono(2), Mulyono Mulyono(3), Emi Pujiastuti(4)
| 
Country:
(1) Department of Mathematics, Universitas Negeri Semarang, Indonesia
(2) Department of Mathematics, Universitas Negeri Semarang, Indonesia
(3) Department of Mathematics, Universitas Negeri Semarang, Indonesia
(4) Department of Mathematics, Universitas Negeri Semarang, Indonesia
Corresponding Author
Enhancing Students' Mathematical Literacy through Ethnomathematics-Integrated Problem-Based Learning: A Study on Learning. This study addresses the issue of low mathematical literacy among junior high school students, particularly in relation to their learning independence. Objective: This study aims to (1) examine the effectiveness of the Problem-Based Learning (PBL) model integrated with an ethnomathematics approach in improving students’ mathematical literacy, (2) analyze the relationship between mathematical literacy and learning independence, and (3) analyze their literacy levels based on the degree of learning independence. This combination is important to investigate because it not only contextualizes mathematics within students’ cultural practices but also strengthens their learning independence, both of which are essential for the sustainable improvement of mathematical literacy. Method: A mixed-methods approach was employed using a sequential explanatory design. Quantitative analysis was conducted through a true experimental design with a posttest-only control group, while qualitative analysis was based on test results and interviews with students. Findings: The findings indicate that students in the experimental class using the ethnomathematics-based PBL model achieved higher mathematical literacy compared to those in the control class, which only used a Discovery Learning (DL) model. Additionally, learning independence has a positive effect on mathematical literacy. Students with high learning independence showed better fulfillment of literacy indicators, while those with medium and low learning independence showed varied levels of achievement in mathematical literacy. Conclusion: This study concludes that (1) the ethnomathematics-based PBL model is effective in improving mathematical literacy, (2) there is a relationship between mathematical literacy and learning independence, and (3) students with high, medium, and low learning independence have varying mathematical literacy. These findings highlight the importance of implementing a culturally integrated PBL model to enhance both cognitive and affective learning outcomes, while also emphasizing learning independence as an internal factor in supporting mathematical literacy development.
Keywords: mathematical literacy, learning independence, PBL, ethnomathematics.
Annisavitri, R., Sa’Dijah, C., Qohar, A., Sa’Diyah, M., & Anwar, L. (2020). Analysis of mathematical literacy test as a problem-solving ability assessment of junior high school students. AIP Conference Proceedings, 2215(May 2023). https://doi.org/10.1063/5.0000648
Atikasari, N., Efendi, A., & Yamtinah, S. (2024). Ethnomathematics digital student worksheet using the problem-based learning model to improve creative mathematical thinking for elementary school students. Jurnal Pendidikan Dan Pengajaran, 57(2), 404–416. https://doi.org/10.23887/jpp.v57i2.77866
Barbieri, C. A., & Rodrigues, J. (2025). Leveraging cognitive load theory to support students with mathematics difficulty. Educational Psychologist, 6(3). https://doi.org/10.1080/00461520.2025.2486138
Batiibwe, M. S. K. (2024). The role of ethnomathematics in mathematics education : A literature review. Asian Journal for Mathematics Education, 3(4), 383–405. https://doi.org/10.1177/27527263241300400
Boye, E. S., & Agyei, D. D. (2023). Effectiveness of problem-based learning strategy in improving teaching and learning of mathematics for pre-service teachers in Ghana. Social Sciences & Humanities Open, 7(1). https://doi.org/10.1016/j.ssaho.2023.100453
Buyung, B., Sumarli, S., & Rosmaiyadi, R. (2020). Development of problem-based learning based on ethnomatematics to support students’ mathematics literacy ability and self-confidence. AIP Conference Proceedings, Vol. 2268. No. 1. https://doi.org/10.1063/5.0017833
Fitrianawati, M., Sintawati, M., Marsigit, & Retnowati, E. (2020). Analysis toward relationship between mathematical literacy and creative thinking abilities of students. Journal of Physics: Conference Series, 1521(3). https://doi.org/10.1088/1742-6596/1521/3/032104
Fitriani, S., Bado, B., Inanna, Supatminingsi, T., & Najamuddin. (2024). Student learning independence : antecedents and consequences. International Journal of Applied Economics, Accounting and Management (IJAEAM), 2(1), 23–40. https://doi.org/10.59890/ijaeam.v2i1.319
Forbes-McKay, K. E., Bremner, P. A. M., Johnston, P., & Air, C. (2023). Exploring independent learning (IL) and its relationship to mindset, motivated strategies for learning and academic performance. Journal of Applied Research in Higher Education, 17(1), 205–218. https://doi.org/10.1108/JARHE-06-2023-0253
Gabriel, F., Buckley, S., & Barthakur, A. (2020). The impact of mathematics anxiety on self-regulated learning and mathematical literacy. Australian Journal of Education, 64(3), 227–242. https://doi.org/10.1177/0004944120947881
Ha, C., Roehrig, A. D., & Zhang, Q. (2023). Self-regulated learning strategies and academic achievement in South Korean 6th- graders : A two-level hierarchical linear modeling analysis. PLOS ONE, 18(4), 1–16. https://doi.org/10.1371/journal.pone.0284385
Hardi, M., Husein, R., & Meisuri. (2021). The design of discovery learning model. Proceedings of the 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021), 591, 576–578. https://doi.org/10.2991/assehr.k.211110.144
Hasibuan, A. M., Saragih, S., & Amry, Z. (2019). Development of learning materials based on realistic mathematics education to improve problem solving ability and student learning independence. International Electronic Journal of Mathematics Education, 14(1), 243–252. https://doi.org/10.29333/iejme/4000
Ismail, R. ., Fauzan, A., Yerizon, & Arnawa, I. . (2021). Analysis of student learning independence as the basis for the development of digital book creations integrated by realistic mathematics. Journal of Physics: Conference Series, 1742(1). https://doi.org/10.1088/1742-6596/1742/1/012041
Junianto, & Wijaya, A. (2019). Developing students’ mathematical literacy through problem based learning. Journal of Physics: Conference Series, 1320(1). https://doi.org/10.1088/1742-6596/1320/1/012035
Kappassova, S., Abylkassymova, A., Bulut, U., Zhumagulova, Z., Balta, N., & Zykrina, S. (2025). Mathematical literacy and its influencing factors : A decade of research findings. EURASIA Journal of Mathematics Science and Technology Education, 21(7), 1–19. https://doi.org/10.29333/ejmste/116615
Kyeremeh, P., Kwadwo Awuah, F., & Clark Orey, D. (2025). Challenges regarding the integration of ethnomathematical perspectives into geometry teaching: The faculty reflection. Asian Journal for Mathematics Education, 4(3), 416–430. https://doi.org/10.1177/27527263251326330
Lestari, N. A. P., Suastra, I. W., Suma, K., & Suarni, N. K. (2024). Improving students’ learning independence and critical thinking ability by applying project based learning model: a case study in jembrana nyoman. Interciencia, 404(4), 160–179. https://doi.org/10.596714CY7F
Maimun, & Bahtiar. (2023). Students’ learning independence and critical thinking ability using mobile learning technology. European Journal of Educational Research, 12(4), 1815–1830. https://doi.org/10.12973/ey-jer.12.4.1815
Maslihah, S., Waluya, S. B., Rochmad, Kartono, Karomah, N., & Iqbal, K. (2021). Increasing mathematical literacy ability and learning independence through problem-based learning model with realistic mathematic education approach. Journal of Physics: Conference Series, 1918(4). https://doi.org/10.1088/1742-6596/1918/4/042123
Murtiyasa, B., & Perwita, W. R. G. (2020). Analysis of mathematics literation ability of students in completing PISA-Oriented mathematics problems with changes and relationships content. Universal Journal of Educational Research, 8(7), 3160–3172. https://doi.org/10.13189/ujer.2020.080745
Nuraini, N., Saragih, S., Ramadhani, R., Batubara, I. H., Idris, K., Azmi, N., Isnaini, A., Lisa, Sari, D. N., & Rahmadani, E. (2022). Problem based learning in ethnomathematics context toward students’ mathematics literacy on transformation geometry materials. AIP Conference Proceedings, 2659(November). https://doi.org/10.1063/5.0113414
OECD. (2018). Education at a glance 2018: OECD Indicators. https://doi.org/http://dx.doi.org/10.1787/eag-2018-en ISBN
OECD. (2023). PISA 2022 Assessment and Analytical Framework. In PISA, OECD Publishing. OECD Publishing. https://www.oecd-ilibrary.org/education/pisa-2022-assessment-and-analytical-framework_dfe0bf9c-en
Perdana, D. C., & Isrokatun, I. (2019). Problem-based learning and ethnomathematics on mathematical understanding. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012134
Pratama, R. A., & Yelken, T. Y. (2024). Effectiveness of ethnomathematics‑based learning on students’ mathematical literacy: a meta‑analysis study. Discover Education, 3(202). https://doi.org/10.1007/s44217-024-00309-1
Prihatiningtyas, N. C., & Buyung. (2023). Kemampuan literasi matematis siswa melalui implementasi model problem based learning berbass etnomatematika pada budaya tidayu. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 12(1), 215–227. https://doi.org/10.24127/ajpm.v12i1.5297
Putri, L. I., Begimbetova, G., Sa’idah, N., & Murfi, A. (2024). Evaluating the impact of ethnomathematics on mathematics achievement: a meta-analysis of studies from 2014-2024. Global Educational Research Review, 1(3), 110–122. https://doi.org/10.71380/gerr-10-2024-12
Radišić, J., Krstić, K., Blažanin, B., Mićić, K., Baucal, A., Peixoto, F., & Schukajlow, S. (2024). Am i a math person? linking math identity with students’ motivation for mathematics and achievement. European Journal of Psychology of Education, 39(2), 1513–1536. https://doi.org/10.1007/s10212-024-00811-y
Rosa, M., & Orey, D. C. (2011). Ethnomathematics : The cultural aspects of mathematics. Revista Latinoamericana de Etnomatemática, 4(2), 32–54.
Rusdi, Fauzan, A., Arnawa, I. M., & Lufri. (2020). Designing mathematics learning models based on realistic mathematics education and literacy. Journal of Physics: Conference Series, 1471(1). https://doi.org/10.1088/1742-6596/1471/1/012055
Setiawati, E., Istianingsih, & Sari, M. W. (2021). Discovering learning model analysis to improve learning results of social science for elementary school. Ilkogretim Online - Elementary Education Online, 20(1), 930–935. https://doi.org/10.17051/ilkonline.2021.01.89
Sipayung, T. ., Imelda, Siswono, T. Y. ., & Masriyah. (2022). An analysis of students learning independence in mathematics based on google classroom. Journal of Physics: Conference Series, 2157(1). https://doi.org/10.1088/1742-6596/2157/1/012037
Smith, K., Maynard, N., Berry, A., Stephenson, T., Spiteri, T., Corrigan, D., Mansfield, J., Ellerton, P., & Smith, T. (2022). Principles of problem-based learning (PBL) in STEM Education: using expert wisdom and research to frame educational practice. Education Sciences, 12(10), 728. https://doi.org/10.3390/educsci12100728
Sugiyono. (2016). Metode penelitian pendidikan; pendekatan kuantitatif, kualitatif, dan R&D.
Sugiyono. (2019). Metode penelitian kuantitatif kualitatif dan R&D. Alfabeta.
Sukestiyarno. (2021). Metode Penelitian Pendidikan.
Wulandari, I. G. A. P. A., Payadnya, I. P. A. A., Puspadewi, K. R., & Saelee, S. (2024). The significance of ethnomathematics learning: a cross-cultural perspectives between indonesian and thailand educators. Journal for Multicultural Education, 18(4), 508–522. https://doi.org/10.1108/JME-05-2024-0049
Xu, H., & Ball, R. (2025). Multiple Forms of knowing in mathematics: a scoping literature study. ArXiv Preprint ArXiv:2406.16921.
Zakaria, M. I., Maat, S. M., & Khalid, F. (2019). A systematic review of problem based learning in education. Creative Education, 10, 2671–2688. https://doi.org/10.4236/ce.2019.1012194
Zhidkikh, D., Saarela, M., & Kärkkäinen, T. (2023). Measuring self-regulated learning in a junior high school mathematics classroom : Combining aptitude and event measures in digital learning materials. Journal of Computer Assisted Learning, 39(6), 1834–1851. https://doi.org/10.1111/jcal.12842
No supplementary information available.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats