Developing ethnomathematics-based interactive digital book to improve mathematical connections and self-confidence: The PMRI approach
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Abstract
One reason students have difficulty understanding the relationships among quadrilaterals, area, and perimeter is the lack of innovative teaching materials in schools. Therefore, this study aims to develop an interactive digital book using a valid, practical, and effective PMRI approach based on ethnomathematics to improve students' mathematical connection skills and self-confidence. The research method employed was Design Research of the development study type. The research subjects consisted of three subject matter experts, three language experts, and one media expert, as well as 64 students from an Islamic middle school in West Bandung, Indonesia. The students included three eighth-grade students for one-to-one testing, nine eighth-grade students for small-group testing, and 52 seventh-grade students for field testing. The research instruments included validation sheets for subject matter, media, and language experts; unstructured interviews; student response questionnaires; a self-confidence questionnaire consisting of 40 The results of the study indicate that the mean validation score from subject matter experts was 95% (highly valid), from language experts 98% (highly valid), and from media experts 95% (highly valid). Student responses reached 92% (highly practical). The post-test significance values for mathematical connection skills (0.000) and self-confidence (0.001) were both below 0.05, indicating that the developed digital book was effective in improving students’ mathematical connection skills and self-confidence compared to conventional learning. Additionally, students’ self-confidence was categorized as high.
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Marlina, R., Hidayat, W., & Supriatna, T. (2026). Developing ethnomathematics-based interactive digital book to improve mathematical connections and self-confidence: The PMRI approach. Kalamatika: Jurnal Pendidikan Matematika, 11(1), 120-145. https://doi.org/10.22236/KALAMATIKA.vol11no1.2026pp120-145
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Chen, Z., & Lee, J. (2025). The influence of ui design attributes and users ’ uncertainty avoidance on stickiness of the young elderly toward mhealth applications. Behavioral Sciences, 15(5), 581. https://doi.org/10.3390/bs15050581
Gravemeijer, K., & Eerde, D. Van. (2009). Design research as a means for building a knowledge base for teachers and teaching in mathematics education. Elementary School Journal, 109(5), 510–524. https://doi.org/10.1086/596999
Hayati, M., & Jannah, M. (2024). Pentingnya kemampuan literasi matematika dalam pembelajaran matematika. Griya Journal of Mathematics Education and Application, 4(1), 40–54. https://doi.org/10.29303/griya.v4i1.416
Hidayat, W., & Linda, L. (2023). The effectiveness of developing culture-based mathematics learning media through visual basic application. Journal of Honai Math, 6(1), 1–16. https://doi.org/10.30862/jhm.v6i1.396
Hidayati, F. N., & Prahmana, R. C. I. (2022). Ethnomathematics ’ Research in Indonesia during 2015 -2020. Indonesian Journal of Ethnomathematics, 1(1), 29–42. https://doi.org/10.48135/ije.v1i1.29-42
Huff, T., Ching, D., & Tseng, Y. (2025). Active learning in open digital textbooks : Designing for learner engagement and motivation using H5P. TechTrends, 70(1), 240–252. https://doi.org/10.1007/s11528-025-01144-3
Hutauruk, S. M., Anggraini, V., Azis, S., & Nurshobiha, S. L. (2024). Potensi pocket book find the math-nics in nusantara bernuansa etnomatematika berbasis petualangan pada model problem based learning untuk meningkatkan literasi numerasi siswa. SEMANTIK: Prosiding Seminar Nasional Pendidikan Matematika, 2, 175–190. Retieved from https://seminar.ustjogja.ac.id/index.php/SEMANTIK/article/view/2833
Izzatin, M., & Dewi, N. R. (2025). Numeracy literacy outcomes of RME with local wisdom across cognitive styles. Kalamatika: Jurnal Pendidikan Matematika, 10(2), 137–152. https://doi.org/10.22236/KALAMATIKA.vol10no2.2025pp137-152
Jin, K. A. (2013). Research on the influence of perceived interest on digital textbook learning motivation. International Journal of Multimedia and Ubiquitous Engineering, 8(6), 237–244. https://doi.org/10.14257/ijmue.2013.8.6.24
Kadir, K., Fatimah, S., Dahrim, D., & Rusli, A. Z. M. (2024). Identifying learning obstacles of seventh-grade students in quadrilateral topics. Jurnal Nalar Pendidikan, 12(2), 139–147. https://doi.org/10.26858/jnp.v12i2.66142
Kappassova, S., Abylkassymova, A., Bulut, U., Zykrina, S., Zhumagulova, Z., & Balta, N. (2025). Mathematical literacy and its influencing factors: A decade of research findings (2015-2024). Eurasia Journal of Mathematics, Science and Technology Education, 21(7), em2671. https://doi.org/10.29333/ejmste/16615
Kucirkova, N., & Littleton, K. (2020). The distance between the “Self” and the “Other” in children’s digital books. Frontiers in Psychology, 11, 589281. https://doi.org/10.3389/fpsyg.2020.589281
Kusuma, A. B., Hanum, F., Abadi, A. M., & Ahmad. (2024). Exploration of ethnomathematics research in indonesia 2010-2023. Infinity: Journal of Mathematics Education, 13(2), 393–412. https://doi.org/10.22460/infinity.v13i2.p393-412
Maharbid, D. A., Herman, T., Agustin, M., & Riyana, C. (2025). Design of a digital ethnomathematics module based on augmented reality : A study on geometric concepts through the exploration of the mande karesemen for elementary schools. The International Conference on Teaching, Learning and Technology 2024, 59–68. https://doi.org/10.18502/kss.v10i12.18862
Marlina, R., Hanifah, N. F., & Fitriani, N. (2025). Developing problem based learning digital worksheet to learn triangle : A validity study. Journal of Innovative Mathematics Learning (JIML), 8(4), 805–815. https://doi.org/10.22460/jiml.v8i4.p30016
Miftahurrahmi, Pratiwi, I. O., Huda, F., & Habibi, M. (2024). Ethnomathematics exploration in the traditional art of randai Minangkabau. Kalamatika: Jurnal Pendidikan Matematika, 9(1), 99–120. https://doi.org/10.22236/KALAMATIKA.vol9no1.2024pp99-120
Mollah, D., & Kanu, D. (2024). Folk mathematics in everyday life. International Journal for Multidimensional Research Perspectives, 2, 19–26. https://doi.org/10.61877/ijmrp.v2i9.187
Nova, I. S., & Putra, A. (2022). Eksplorasi etnomatematika pada cerita rakyat. Plusminus: Jurnal Pendidikan Matematika, 2(1), 67–76. https://doi.org/10.31980/plusminus.v2i1.1085
O’Bannon, B. W., Skolits, G. J., & Lubke, J. K. (2017). The influence of digital interactive textbook instruction on student learning preferences, outcomes, and motivation. Journal of Research on Technology in Education, 49(3–4), 103–116. https://doi.org/10.1080/15391523.2017.1303798
OECD. (2023a). PISA 2022 results: Factsheets – Indonesia. OECD Publishing.
OECD. (2023b). PISA 2022 results (Volume I): The state of learning and equity in education: Vol. I. OECD Publishing.
Palinussa, A. L., Tupamahu, P. Z., Sabandar, V. P., Makaruku, Y. H., & Sabandar, J. (2025). Realistic mathematics education: Mathematics e-modules in improving student learning outcomes. Infinity: Journal of Mathematics Education, 14(1), 45–64. https://doi.org/10.22460/infinity.v14i1.p45-64
Purniati, T., Juandi, D., & Suhaedi, D. (2022). Ethnomathematics study: Learning geometry in the mosque ornaments. IJASEIT, 12(5), 2096–2104. https://dx.doi.org/10.18517/ijaseit.12.5.17063
Rahmasuri, A. R., Dwijayanti, I., & Wulandari, D. (2022). Profil kemampuan komunikasi matematis siswa ditinjau dari self confidence siswa. Jurnal Silogisme, 7(1), 38–47. https://doi.org/10.24269/silogisme.v7i1.3267
Rezki, I., Hanisah, R., & Sari, Y. (2024). Pengembangan E-book Materi Jual Beli dengan Pendekatan Matematika Realistik Berbasis Kearifan Lokal Suku Dayak Kalimantan Tengah untuk Mengatasi Cognitive Load. 10(2), 51–68. https://doi.org/10.37058/jp3m.v10i2.12532
Sakinah, D., Lubis, I. I., & Habibi, M. (2023). Ethnomathematical exploration of Tumbu’Bugis food. Kalamatika: Jurnal Pendidikan Matematika, 8(2), 133–148. https://doi.org/10.22236/KALAMATIKA.vol8no2.2023pp133-148
Siregar, T. (2025). Integrasi etnomatematika dengan kearifan budaya lokal. Goresan Pena.
Solihin, A., Mariana, N., Rahmawati, I., & Abidin, Z. (2025). Cultural exploration as realistic context in mathematics learning: An ethnomathematics perspective in Indonesian elementary education. Glocal Praxis in Elementary Education, 1(2), 34–50. Retieved from https://journal.unesa.ac.id/index.php/GPrEEc/article/view/45603
Soneta, V., Nurjanah, N., & Prabawanto, S. (2024). Learning obstacles in the concept of quadrilateral constructed areas. ICMScE International Conference On Mathematics And Science Education, 561–568. https://doi.org/10.18502/kss.v9i13.15959
Supriatna, T., Darhim, D., & Turmudi, T. (2017). Local intruction theory dalam pendidikan matematika realistik untuk menumbuhkan kemampuan berpikir logis. Mimbar Pendidikan, 2(2), 173–184. https://doi.org/10.17509/mimbardik.v2i2.8627
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