The Role of Visual Metaphors in Ethnomathematics to Strengthening Mathematical Literacy

Resumo

Introduction. The uniqueness of this study lies in the innovative approach to mathematics education that integrates ethnomathematics with visual metaphors. Employing visual metaphors facilitates the shift from mathematical understanding to theoretical concepts and their practical use in daily life. This study investigates the effectiveness of ethnomathematics learning innovations utilizing visual metaphors to enhance mathematical literacy and reinforce Pancasila values among elementary school students. Study participants and methods. The research methodology employs an exploratory sequential mixed-method approach. The study began with a qualitative phase aimed at exploring the role of visual metaphors in representing the emotions, beliefs, and experiences of teachers and students within the context of ethnomathematics education. Insights from this qualitative phase were used to design and develop innovations in ethnomathematics learning through visual metaphors. Subsequently, a quantitative phase was conducted using an experimental method to evaluate the effectiveness of ethnomathematics learning with visual metaphors in improving mathematical literacy and Pancasila values. The quantitative stage involved 108 participants, consisting of 54 students in the experimental group and 54 students in the control group drawn from elementary schools in Yogyakarta. Data were analyzed using descriptive statistics and independent samples t-test. KEYWORDS Results. The findings indicate that the independent-sample t-test for mathematical literacy reveals an average score of 0.689 for the experimental class, compared to an average of 0.294 for the control class. This suggests a significant difference, with the experimental class demonstrating a notably higher average in mathematical literacy (p = 0.000 < 0.05). The independent-sample t-test results for the Pancasila Student Profile indicated an average of 0.703 for the treatment class and 0.431 for the control class. This suggests that the average Pancasila values of the treatment class is significantly greater than that of the control class (p = 0.000 < 0.05). These results highlight the effectiveness of the proposed ethnomathematics learning model integrating visual metaphors, which emphasizes contextual cultural representation, emotional engagement, and reflective interpretation of mathematical ideas through culturally embedded symbols and imagery. The model facilitates deeper conceptual understanding, enhances students’ mathematical literacy, and strengthens internalization of Pancasila values through culturally meaningful and emotionally resonant learning experiences. Conclusion. The conclusion of the research indicated a significant enhancement in students' mathematical literacy skills following the implementation of ethnomathematics learning utilizing visual metaphors. The increase in mathematical literacy test scores demonstrates the ability to formulate mathematical problems from everyday situations. This educational innovation positively influences the enhancement of Pancasila students' profiles, particularly in the areas of critical and creative reasoning. The findings of this study suggest that the ethnomathematics learning model utilizing visual metaphors should be widely socialized and implemented in elementary schools.

Dados da obra

Tipo

Artigo

Periódico

Perspectives of science and education, v. 80, n. 2, p. 381-393

Ano

2026 (2026-04-01)

Palavras-chave

ethnomathematics; visual metaphor; mathematical literacy; Pancasila values; elementary school students; emotional engagement in learning; contextual mathematics learning; Pancasila student profile; mathematics education innovation

Temas

Etnomatemática

DOI

10.32744/pse.2026.2.23

ISSN

2307-2334

Licença

cc-by-sa

Acesso

Acesso aberto

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026