Exploring ethnomathematics and the project-based learning model to enhance students' critical thinking skills
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Resumo
The significance of mathematics education in fostering students’ critical thinking has been widely acknowledged. However, teaching abstract mathematical concepts such as geometry remains a persistent challenge, particularly when these concepts are disconnected from students’ real-life experiences. To address this issue, the present study investigates the integration of ethnomathematics and Project-Based Learning (PjBL) as an innovative pedagogical framework for enhancing students’ critical thinking and engagement in geometry learning. This study aims to examine the effectiveness of combining ethnomathematics and PjBL in improving students’ understanding and application of geometric concepts within culturally relevant contexts. Employing a mixed-methods design, the research collected both quantitative and qualitative data through pretest-posttest assessments and semi-structured interviews with students and teachers. The findings reveal that students exposed to the integrated ethnomathematics-PjBL approach demonstrated significant improvements in critical thinking skills and conceptual understanding. The experimental group achieved a 13.96% increase in posttest scores, compared to only 3.65% in the control group taught using conventional methods. These results indicate that connecting geometry instruction with local cultural elements can make learning more meaningful, engaging, and contextually grounded. This study contributes to the existing body of literature by providing empirical evidence from an understudied educational context, demonstrating how cultural integration can strengthen students’ comprehension of abstract mathematical ideas. Moreover, the findings suggest that embedding cultural relevance in mathematics education not only enhances critical thinking and problem-solving skills but also promotes sustained student engagement. Future research should address challenges related to time management and material preparation while extending the application of these approaches across diverse educational settings.
Dados da obra
- Tipo
- Artigo
- Periódico
- Multidisciplinary Science Journal, v. 8, n. 8, p. 2026509
- Ano
- 2026 (2026-02-15)
- Palavras-chave
- ethnomathematics; project-based learning; critical thinking skills; geometry learning; student engagement; conceptual understanding
- Temas
- Avaliação, Etnomatemática, Geometria, Resolução de Problemas
- DOI
- 10.31893/multiscience.2026509
- ISSN
- 2675-1240
- Licença
- cc-by-nc-nd
- Acesso
- Em verificação
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ANDANG et al.. Exploring ethnomathematics and the project-based learning model to enhance students' critical thinking skills. Multidisciplinary Science Journal, v. 8, n. 8, p. 2026509, 2026. DOI: https://doi.org/10.31893/multiscience.2026509.
APA
Andang,, Hadi, A. M., Murtalib,, & Taufik, (2026). Exploring ethnomathematics and the project-based learning model to enhance students' critical thinking skills. Multidisciplinary Science Journal, 8(8), 2026509. https://doi.org/10.31893/multiscience.2026509
BibTeX
@article{andang2026,
author = {Andang and Hadi, Arnasari Merdekawati and Murtalib and Taufik},
title = {Exploring ethnomathematics and the project-based learning model to enhance students' critical thinking skills},
year = {2026},
journal = {Multidisciplinary Science Journal},
volume = {8},
number = {8},
pages = {2026509},
doi = {10.31893/multiscience.2026509}
}RIS
TY - JOUR AU - Andang AU - Hadi, Arnasari Merdekawati AU - Murtalib AU - Taufik TI - Exploring ethnomathematics and the project-based learning model to enhance students' critical thinking skills PY - 2026 JO - Multidisciplinary Science Journal VL - 8 IS - 8 SP - 2026509 DO - 10.31893/multiscience.2026509 ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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