Development of Wedang Ronde Ethnomathematics Teaching Materials in a Problem-Based Learning Model for Social Arithmetic

Abstract

This study aims to develop ethnomathematics-based teaching materials integrated with the Problem Based Learning (PBL) model on Social Arithmetic using the traditional culinary context of wedang ronde. This research is motivated by the low mathematical problem-solving ability of students due to mathematics learning that is still abstract and less contextual.1 The research method used is Research and Development (R&D) with the ADDIE development model which includes the stages of analysis, design, development, implementation, and evaluation.2 The developed product was validated by material experts, media experts, and mathematics learning experts. Data collection techniques were carried out through observation, validation sheets, student response questionnaires, and formative assessments. The validation results showed that the teaching materials were in the very feasible category with scores between 73 and 100 out of a maximum score of 100. A limited trial of 25 seventh grade students showed that the teaching materials were easy to understand, visually appealing, and able to support student involvement in understanding the concept of Social Arithmetic. The integration of local cultural context and PBL syntax encourages students to think critically, collaborate actively, and connect mathematical concepts to real-life situations. Research findings indicate that ethnomathematics-based teaching materials have the potential to support meaningful mathematics learning while fostering an appreciation for local culture.