Integration of Ethnomathematics-Project-Based-Learning to Enhance Understanding of Geometric Transformations
DOI:
https://doi.org/10.15294/kreano.v16i2.36267Keywords:
Ethnomatematics, PjBL, Geometric TransformationsAbstract
This study was motivated by students’ limited understanding of geometry—particularly transformation geometry—which is often seen as abstract and difficult. Conventional teaching methods, being mostly procedural and disconnected from real-life contexts, have contributed to this problem. To address it, this research integrates Project-Based Learning (PjBL) with ethnomathematics, linking mathematical ideas to cultural practices such as weaving, wood carving, and traditional architecture. While PjBL encourages active, collaborative learning through real-world projects, ethnomathematics helps students relate mathematics to familiar experiences. Using the ADDIE framework—Analysis, Design, Development, Implementation, and Evaluation—this R&D study was conducted at a higher education institution in South Sumatra. Data were collected through tests, validation sheets, observations, and questionnaires. The results show that the ethnomathematics-based PjBL model is valid, practical, and effective in improving students’ understanding of transformation geometry.
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