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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
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
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Teaching+Research+Journal%22"><i>Mathematics Teaching Research Journal</i></searchLink>. 2025 17(5):24-51.
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  Data: City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/
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  Data: 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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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 24
    Subjects:
      – SubjectFull: Geometry
        Type: general
      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Numeracy
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      – SubjectFull: Learning Trajectories
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Middle School Students
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      – SubjectFull: Grade 8
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Indonesia
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      – TitleFull: 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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