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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Resumo
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.
Dados da obra
- Tipo
- Artigo
- Periódico
- Mathematics Teaching Research Journal
- Ano
- 2025
- Idioma
- en
- Palavras-chave
- Geometry; Culturally Relevant Education; Mathematics Instruction; Numeracy; Learning Trajectories; Electronic Learning; Authentic Learning; Foreign Countries; Middle School Students; Grade 8; Learning Activities; Instructional Effectiveness
- Temas
- Currículo, Geometria, Resolução de Problemas
- Acesso
- Download disponível
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
PAYADNYA, I Putu Ade Andre; PUSPADEWI, Kadek Rahayu; SETIAWAN, Gde Iwan. Transforming Geometry Learning with an Interactive E-Module Integrating Ethno-Realistic Mathematics Education: A Design-Based Approach to Enhancing Numeracy Skills. Mathematics Teaching Research Journal, 2025. Disponível em: https://eric.ed.gov/?id=EJ1491531. Acesso em: 5 nov. 2026.
APA
Payadnya, I. P. A. A., Puspadewi, K. R., & Setiawan, G. I. (2025). Transforming Geometry Learning with an Interactive E-Module Integrating Ethno-Realistic Mathematics Education: A Design-Based Approach to Enhancing Numeracy Skills. Mathematics Teaching Research Journal. https://eric.ed.gov/?id=EJ1491531
BibTeX
@article{payadnya2025,
author = {Payadnya, I Putu Ade Andre and Puspadewi, Kadek Rahayu and Setiawan, Gde Iwan},
title = {Transforming Geometry Learning with an Interactive E-Module Integrating Ethno-Realistic Mathematics Education: A Design-Based Approach to Enhancing Numeracy Skills},
year = {2025},
journal = {Mathematics Teaching Research Journal},
url = {https://eric.ed.gov/?id=EJ1491531},
language = {en}
}RIS
TY - JOUR AU - Payadnya, I Putu Ade Andre AU - Puspadewi, Kadek Rahayu AU - Setiawan, Gde Iwan TI - Transforming Geometry Learning with an Interactive E-Module Integrating Ethno-Realistic Mathematics Education: A Design-Based Approach to Enhancing Numeracy Skills PY - 2025 JO - Mathematics Teaching Research Journal UR - https://eric.ed.gov/?id=EJ1491531 LA - en ER -
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