Email this article 
THE EFFECTIVENESS OF LOCAL CULTURE-BASED MATHEMATICS LEARNING IN IMPROVING THE NUMERACY LITERACY OF STUDENTS
Abstract
Students’ numeracy literacy remains a significant challenge in higher education, particularly for prospective elementary teachers who must apply mathematical concepts in real-life contexts. This study aimed to examine the effectiveness of Gorontalo culture-based mathematics learning in enhancing numeracy literacy among fifth-semester students in the Pendidikan Guru Madrasah Ibtidaiyah program at IAIN Sultan Amai Gorontalo. A one-group pretest–posttest experimental design was employed with 38 students, using validated essay tests to measure their ability to interpret quantitative information, solve contextual problems, and apply numerical reasoning. Data were analyzed using the Wilcoxon signed-rank test and N-Gain analysis. Results indicated a significant improvement in numeracy literacy, with mean scores increasing from 38.98 in the pretest to 77.82 in the posttest (Z = -5.374, p < 0.001). The mean N-Gain score of 0.64 reflected moderate effectiveness. The integration of specific Gorontalo cultural elements, including Karawo embroidery motifs, traditional house architecture (Dulohupa and Bandayo Poboide), and musical instruments (Polopalo and Gambus), helped students relate abstract geometric concepts to familiar contexts and increased engagement. In conclusion, Gorontalo culture-based mathematics learning is an effective and innovative approach to improve numeracy literacy while fostering cultural awareness among prospective teachers. This study highlights the value of integrating ethnomathematics in higher education to strengthen both mathematical competence and appreciation of local wisdom.
Keywords
Full Text:
PDFReferences
Aini, K., Wahab, A., Misbahudholam AR, M., & Asmoni, A. (2025). Numeracy Literacy Skills and Pancasila Student Profiles through the Implementation of Ethnomathematics-Based STEAM. AL-ISHLAH: Jurnal Pendidikan, 17(1), 535–545. https://doi.org/10.35445/alishlah.v17i1.6048
Annisa, N., Sunendar, D., Agustin, M., Puspitasari, R., & Indonesia, U. P. (2025). Culture-Based Brain Gym : Multiethnic Students , Culture Identity and Teacher ’ S Role in West Java. JMIE: Journal of Madrasah Ibtidaiyah Education, 9(1), 13–26.
Asriyati, N., & Hulukati, E. (2022). Kemampuan Literasi Numerasi Mahasiswa dalam Menyelesaikan Masalah Matematika Asriyati Nadjamuddin 1 , Evi Hulukati 2. Jurnalbasicedu, 6(1), 987–996.
Baron, R., Suwarsito, Chodidjah, & Lestari, V. L. (2022). Local Wisdom Value in Implementing of Merdeka Belajar Kampus Merdeka in Digital Era. AL-ISHLAH: Jurnal Pendidikan, 14(4), 7139–7148. https://doi.org/10.35445/alishlah.v14i4.2169
Cesaria, A., Adnan, M., Kemal, E., Rismen, S., Ramadoni, R., & Delyana, H. (2025). Exploring concepts of ethno-mathematics to introduce the local culture and its values for higher education students. Al-Jabar : Jurnal Pendidikan Matematika, 16(1), 315–335. https://doi.org/10.24042/ajpm.v16i1.26490
Damayanti, T., & Irfah, A. (2025). Ethnomathematics of Ilabulo : Exploring Mathematical Concepts in Gorontalo ’ s Traditional Food. 6(1), 59–66.
Darhim, Prabawanto, S., & Susilo, B. E. (2020). The effect of problem-based learning and mathematical problem posing in improving student’s critical thinking skills. International Journal of Instruction, 13(4), 103–116. https://doi.org/10.29333/iji.2020.1347a
Devita, D., & Rismaini, L. (2024). Analisis Kemampuan Literasi Numerasi dalam Menyelesaikan Soal Cerita Persamaan Linier Mahasiswa Manajemen. Journal of Education Research, 5(4), 5931–5939. https://doi.org/10.37985/jer.v5i4.1913
Diniaty, A., Mahalle, S., & Harmaini, Z. K. (2023). Student Religiusity: Lecturers’ Experience In State Islamic University Versus State Public University. POTENSIA: Jurnal Kependidikan Islam, 9(1).
Djafar, F., Akolo, I. R., & Pratama, A. R. (2024). Statistika Pendidikan: Teori dan Aplikasi dengan SPSS. Pusat Pengembangan Pendidikan dan Penelitian Indonesia.
Geiger, V., & Schmid, M. (2024). A critical turn in numeracy education and practice. Frontiers in Education, 9(2011). https://doi.org/10.3389/feduc.2024.1363566
Grotlüschen, A., Desjardins, R., & Liu, H. (2020). Literacy and numeracy: Global and comparative perspectives. International Review of Education, 66(2–3), 127–137. https://doi.org/10.1007/s11159-020-09854-x
Hartono, H., Retnawati, B. B., Leong, H., Mulyani, T. H., & Hernawati, L. (2022). The Implementation of MBKM Policy and Its Impact on the Curriculum and Learning Model. Celt: A Journal of Culture, English Language Teaching & Literature, 22(1), 25–38. https://doi.org/10.24167/celt.v22i1.4246
Hu, X., Leung, F. K. S., & Teng, Y. (2018). The Influence of Culture on Students’ Mathematics Achievement Across 51 Countries. International Journal of Science and Mathematics Education, 16(1). https://doi.org/https://doi.org/10.1007/s10763-018-9899-6
Husain, R. I., & Walangadi, H. (2020). Permainan Tradisional Gorontalo dalam Menumbuhkan Nilai-Nilai Karakter Anak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1352–1358. https://doi.org/10.31004/obsesi.v5i2.839
Kaize, B. R., Rediani, N. N., & Ginting, S. B. (2024). Optimizing Students’ Critical Thinking and Numeracy Literacy Skills Through Task-Based Learning: An Experimental Study. Indonesian Journal of Educational Development (IJED), 5(2), 183–193.
Khasanah, U., Murtianto, Y. H., & Kartinah, K. (2022). Ethnomatematics of geometry shape in the Gedongsongo Temple. Ethnomathematics Journal, 3(2), 51–61. https://doi.org/10.21831/ej.v3i2.52696
Kobandaha, P. E., Arief, I., Ibrahim, N. F., & Wikan Tiyasning, A. (2025). Ethnomathematical Exploration of the Traditional Fabric of Karawo Gorontalo in Relation To the Concept of Transformation Geometry. Barekeng, 19(1), 119–128. https://doi.org/10.30598/barekengvol19iss1pp119-128
Latief, M., Syahrul, & Mappalotteng, A. M. (2023). Media Development for Karawo Motif Design Using Genetic Algorithm Based on Gorontalo Regional Culture. Asian Journal of Education and Social Studies, 49(3), 438–448. https://doi.org/10.9734/ajess/2023/v49i31168
Linuhung, N., Sudarman, S. W., & Agustina, R. (2025). Development of Ethnomathematics-based numeracy literacy questions in Peci Tapis Lampung. JTAM: Jurnal Teori Dan Aplikasi Matematika, 9(2), 629–642. http://journal.ummat.ac.id/index.php/jtam
Mauladaniyati, R., Purnomo, H., & Wijayanti, P. (2025). Meta-Analysis of the Impact of Ethnomathematics-Based Digital Learning on Students’ Mathematical Understanding. Journal of Emerging Technologies in Ethnomathematics, 1(1), 55–66.
Mellita, D., & Lestari, A. (2023). The Difference in Perceptions of Hybrid Work Environment Between Generation X and Generation Y Educators in Private Higher Education Post-Covid-19 …. Jurnal Penelitian Pendidikan, 23(2), 204–214. https://www.researchgate.net/profile/Dina-Mellita/publication/378157188_The_Difference_in_Perceptions_of_Hybrid_Work_Environment_Between_Generation_X_and_Generation_Y_Educators_in_Private_Higher_Education_Post-Covid-19_Pandemic/links/65cb2bfc7900745497818
Paunno, D., Laamena, C. M., & Moma, L. (2025). Developing Mathmatics Problems of Literacy Numeracy Based of Local Wisdom Context of Maluku. Jurnal Magister Pendidikan Matematika (JUMADIKA), 6(2), 59–67. https://doi.org/10.30598/jumadikavol6iss2year2024page59-67
Pongoliu, Y. H. (2025). The Effectiveness of Gorontalo Local Wisdom-Based Ethnomathematics in Enhancing Mathematics Understanding. Journal La Edusci, 6(1), 79–94. https://doi.org/10.37899/journallaedusci.v6i1.2161
Pratama, R. A., & Yelken, T. Y. (2024). Effectiveness of ethnomathematics-based learning on students’ mathematical literacy: a meta-analysis study. Discover Education, 3(1). https://doi.org/10.1007/s44217-024-00309-1
Putri, L. I., Begimbetova, G., Sa’idah, N., & Murfi, A. (2024). Evaluating the Impact of Ethnomathematics on Mathematics Achievement: A Meta-Analysis of Studies from 2014-2024. Global Educational Research Review, 1(3), 110–122. https://doi.org/10.71380/gerr-10-2024-12
Rediani, N. N. (2024). Exploring the World of Numeracy: An Analysis of Third-Grade Elementary School Students. International Journal of Elementary Education, 8(1), 39–46. https://doi.org/10.23887/ijee.v8i1.68455
Retnawati, S., Prahmana, R. C. I., & Arnal-Palacian, M. (2024). The impactful developed PISA-type problems for students’ mathematical literacy through the context of Siger tower. Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika, 14(1), 1–16. https://doi.org/10.23969/pjme.v14i1.15556
Rosa, M., & Orey, C. D. (2011). Ethnomathematics : the cultural aspects of mathematics. Revista Latinoamericana de Etnomatemática, 4(2), 32–54.
Saefuloh, N. A., & Halimah, L. (2021). Etnomatematika jembatan efektifitas implementasi model pembelajaran berbasis konstruktivisme pada kurikulum 2013. UJMES, 06(02), 26–32.
Suardi, S. (2019). Pengaruh Kepuasan Kerja Terhadap Kinerja Pegawai Pada Pt Bank Mandiri, Tbk Kantor Cabang Pontianak. Business, Economics and Entrepreneurship, 1(2), 9–19. https://doi.org/10.46229/b.e.e..v1i2.124
Sugiman, Fauzan, A., Maulyda, M. A., Johar, R., & Anwar, L. (2025). Ethnomathematics: Ideofacts, Sociofacts, and Artefacts of Mathematical Context in Yogyakarta. The Journal of Education Culture and Society, 16(1).
Suryaningsih, T., & Putriyani, I. J. (2022). Pengembangan E-Modul Pembelajaran Matematika Berbasis Etnomatematika Betawi pada Materi Bangun Datar Kelas IV MI/SD. JMIE: Journal of Madrasah Ibtidaiyah Education, 6(1), 103–115.
DOI: http://dx.doi.org/10.32934/jmie.v9i2.850
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2017, JMIE: Journal of Madrasah Ibtidaiyah Education, p-ISSN: 2580-0868, e-ISSN: 2580-2739
Indexed By:
