Development, Validity, and Effectiveness of an Ethnomathematics-Based Learning Medium Using Menara Kudus to Improve Fifth-Grade Students' Understanding of Quadrilateral Area
DOI:
https://doi.org/10.65820/ejes-7vol2-issue2-2026Keywords:
Ethnomathematics, Interactive Learning Media, Conceptual Understanding, Quadrilateral Area, Research and DevelopmentAbstract
Purpose: This study aimed to develop and evaluate an ethnomathematics-based interactive learning medium using the Menara Kudus landmark to improve fifth-grade students' conceptual understanding of quadrilateral area, addressing the gap between technology-focused and culturally grounded approaches in mathematics instruction.
Methodology: A Research and Development (R&D) design based on the Borg and Gall model, as adapted by Sugiyono, was employed, encompassing needs analysis, product design, expert validation, revision, and field testing. Participants comprised 28 fifth-grade students (experimental group) and 27 students (control group) from two Madrasah Ibtidaiyah in Kudus. Data were gathered through observation, interviews, expert and student validation questionnaires, and a pre-test–post-test instrument, and were then analysed descriptively and using a gain-score comparison.
Results: The developed medium, comprising an interactive module, student worksheet, teaching materials, and a snake-and-ladder game, achieved high validity (91% material, 78% media, 90% language) and strong practicality (89% student response). The experimental group recorded a higher normalised gain (57%, moderate category) than the control group (43%), though this difference was descriptive rather than statistically confirmed.
Novelty and Contribution: Unlike prior studies that treat multimedia design and ethnomathematics separately, this research integrates both into a single validated instructional product centred on a specific local landmark, offering a replicable model for culturally embedded digital learning design.
Practical and Social Implications: The medium equips teachers with a ready-to-use, culturally contextualised tool for teaching geometry, while reinforcing local cultural identity and heritage awareness among students, supporting broader efforts to make mathematics education more meaningful, equitable, and contextually relevant.
References
Dalam Sugiyono, S. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta, CV, 32.
Gay, G. (2021). Culturally responsive teaching: Ideas, actions, and effects. In Handbook of urban education (pp. 212-233). Routledge.
Hadiyanti, N. F. D., Hobri, Prihandoko, A. C., Susanto, Murtikusuma, R. P., Khasanah, N., & Maharani, P. (2021, March). Development of a mathematics e-module with STEM-collaborative project-based learning to improve mathematical literacy ability of vocational high school students. In Journal of Physics: Conference Series (Vol. 1839, No. 1, p. 012031). IOP Publishing.
Hattie, J., & Zierer, K. (2024). 10 mindframes for visible learning: Teaching for success. Routledge.
Lebona, R., Mphunyane, M. Z. M., Mochekele, M., & Thamae, L. (2025). Redesigning Learning Spaces in Higher Institutions for the Post-Pandemic Era: A Systematic Review. Elicit Journal of Education Studies, 1(1), 44-60.
Li, M., Vale, C., Tan, H., & Blannin, J. (2025). Factors influencing the use of digital technologies in primary mathematics teaching: Voices from Chinese educators. Education and Information Technologies, 30(9), 12573-12608.
Mahardika, N. L. P. D. J., Suarjana, I. M., & Werang, B. R. (2024). Interactive E-Module Based on Ethnomathematics Upakara Bali in Geometry Subject for 2nd Grade Elementary School. MIMBAR PGSD Undiksha, 12(1), 18-26.
Marchand, P., Sinclair, N., Julien, N., & Forest, M. (2024). A dynamic and spatial approach to enrich the teaching and learning of geometry in primary school. Twenty-Sixth ICMI Study Advances in Geometry Education.
Meylani, R. (2025). Gamification and game-based learning in mathematics education for advancing SDG 4: A systematic review and qualitative synthesis of contemporary research literature. Journal of Lifestyle and SDGs Review, 5(2), e04567.
Mulenga, E. M., Folokwe, K., & Spangenberg, E. D. (2025). Revitalizing geometry education: The role of indigenous pedagogies in Kalomo District’s secondary schools. Journal on Mathematics Education, 16(3), 889-914.
Mullis, I. V., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020, December). TIMSS 2019 international results in mathematics and science. https://www.skolporten.se/app/uploads/2020/12/timss-2019-highlights-1.pdf
Mumu, J., Prahmana, R. C. I., & Tanujaya, B. (2026). Ethnomathematics in elementary education: A systematic review of pedagogical approaches, technological innovation, and global implementations. Jurnal Elemen, 12(2), 330-355.
Nst, M. I., & Batubara, N. K. (2024, April). The importance of ethnomathematics in education: A systematic literature review. In Proceedings of International Conference on Education (Vol. 2, No. 1, pp. 552-557).
OECD (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. PISA, OECD Publishing, Paris. https://doi.org/10.1787/53f23881-en.
Priestley, M., & Philippou, S. (2018). Curriculum making as social practice: Complex webs of enactment. The Curriculum Journal, 29(2), 151-158.
Putri, S. N., Agung, A. A. G., & Suartama, I. K. (2023). E-module with the Borg and Gall Model with a Contextual Approach to Thematic Learning. Journal for Lesson and Learning Studies, 6(1), 27-34.
Ran, H., Kim, N. J., & Secada, W. G. (2022). A meta‐analysis on the effects of technology's functions and roles on students' mathematics achievement in K‐12 classrooms. Journal of Computer Assisted Learning, 38(1), 258-284.
Rosa, M., & Orey, D. C. (2020). Discussing culturally relevant education and its connection to cultural aspects of mathematics through ethnomathematics. Revista Eletrônica de Educação Matemática, 15(1), 1-20.
Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2022). Computer-based technology and student engagement. International Journal of Educational Technology in Higher Education, 19(1), 1-20.
Sukmawati, R. A., Pramita, M., & Saputra, N. A. B. (2026). The effectiveness of STEM-based mathematics Learning media in enhancing students' higher-order thinking skills. Al-Jabar: Jurnal Pendidikan Matematika, 17(1), 197-216.
Tondeur, J., Howard, S. K., Scherer, R., & Siddiq, F. (2023). Untangling the great online transition: A network model of teachers’ experiences with online practices. Computers & Education, 203, 104866.
Trinick, T., Allen, P., & Meaney, T. (2026). The need and possibilities for indigenising mathematics curricula for Initial Teacher Education for Māori-medium schools. In Diversity in mathematics and statistics classrooms: Significant approaches for improving teaching and learning for multilingual and multicultural students (pp. 15-32). Singapore: Springer Nature Singapore.
Utami, N. D., Mariana, N., & Ekawati, R. (2026). The impact of the ethnomathematics approach on numeracy and mathematical reasoning skills of elementary school students: A systematic literature review. Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika, 10(1), 74-89.
Voogt, J., Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Education and Information Technologies, 20(4), 715-728.
Yuliana, Y., Usodo, B., & Riyadi, R. (2023). The new way to improve mathematical literacy in elementary school: Ethnomathematics module with realistic mathematics education. Al-Ishlah: Jurnal Pendidikan, 15(1), 33-44.
Zainovi, P. S., Mariana, N., Istiq'faroh, N., Wiryanto, W., & Muhimmah, H. A. (2025). Integrating ethnomathematics in geometry learning to enhance primary students’ numeracy skills: A systematic literature review. Journal of Innovation and Rese
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Riskiatul Mawardah, Eka Zuliana, Sumaji, Lefa Clement Thamae (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This article is licensed under a Creative Commons Attribution 4.0 International License.
