Development of an Ethnomathematics Module Grounded in the Muna Old Mosque for Enhancing Elementary Students’ Numeracy Skills

Abstrak

This study aims to develop and test the feasibility, effectiveness, and user response to the Old Muna Mosque ethnomathematics-based elementary school mathematics teaching module in improving students' numeracy skills. The study uses a Research and Development (R&D) approach with a 4-D model (Define, Design, Develop, and Disseminate). Data were obtained through interviews, observations, tests, and questionnaires using instruments such as expert validation sheets, numeracy tests, and student and teacher questionnaires. Data analysis was performed using Aiken's V for content validity, construct validity testing, n-gain scores, and descriptive analysis. The results showed that the teaching module had a construct validation score of 0,875 and a content validation score of 0,889, with an overall average of 0,882, which is considered valid. The pilot test of the module resulted in an n-gain score of 0,79, indicating a significant improvement in students' numeracy skills. The responses of students (85,91%) and teachers (96%), both of which were in the excellent category, showed that this teaching module is contextual, relevant, and interesting, making it suitable for use in mathematics learning in elementary schools.

Kata kunci

• elementary students
• ethnomathematics
• muna old mosque
• numeracy skills
• teaching module