Weaving culture into Mathematics: How does  integrating Kerawang Gayo ethnomathematics affect   the concept of teaching reflections in junior high school?

Elizar Elizar; M Hasbi; Nurrahmah

Nurrahmah	nurrahmah2@mhs.usk.ac.id	Universitas Syiah Kuala (Indonesia)
Elizar Elizar*	elizar@usk.ac.id	Universitas Syiah Kuala (Indonesia)
M Hasbi	has@usk.ac.id	Universitas Syiah Kuala (Indonesia)

Summary:

Understanding mathematical concepts is a critical component of mathematics education. However, students’ conceptual understanding remains relatively low, particularly with respect to topics related to reflection transformation. One instructional approach that may enhance students’ comprehension is the integration of Kerawang Gayo ethnomathematics. This study aims to evaluate the effect of using instruction based on Kerawang Gayo ethnomathematics to improve students’ understanding of mathematical concepts, specifically reflection transformation. The research employed a preexperimental design with a one-group pretest-posttest model. The population consisted of all ninth-grade students at a junior high school in Banda Aceh during the 2024-2025 academic year. A total of 28 students were selected as the sample via purposive sampling. The research instrument was a written test comprising five long-answer problems on reflection transformation. The data were analyzed via the Wilcoxon signed-rank test, followed by N-Gain analysis. The results indicated an improvement in students’ conceptual understanding following the intervention, with an average N-Gain score of 0.604, which was categorized as moderate. These findings suggest that instruction incorporating Kerawang Gayo ethnomathematics may serve as an effective alternative for enhancing students’ understanding of mathematical concepts.

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Keywords:

conceptual understanding

Ethnomathematics

Kerawang Gayo

reflection transformation.

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Journal:

Volume. 21 - issue 1 / 2025

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

Weaving culture into Mathematics: How does integrating Kerawang Gayo ethnomathematics affect the concept of teaching reflections in junior high school?