Article
Development of an Interactive E-Module Based on the Ethnomathematics of Candi Lor Nganjuk as a Learning Tool for Sequences and Series
Jurnal Pendidikan Matematika, Vol. 17 No. 2 (2026), hlm. 134–146
Abstrak
Student engagement in mathematics learning, particularly in arithmetic sequences and series, remains relatively low. Interviews with teachers indicated that the use of contextual and interactive teaching materials is still limited, resulting in less engaging learning experiences for students. This study aimed to develop an interactive e-module based on the ethnomathematics of Candi Lor Nganjuk that is valid and practical for mathematics learning. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of the Analyze, Design, Development, Implementation, and Evaluation stages. The research subjects included 34 students of Class X Accounting 2 at SMK Negeri 1 Semen, one media expert, one subject matter expert, and one mathematics teacher. Data were collected through interviews, expert validation questionnaires, and teacher and student response questionnaires. The results showed that the e-module achieved a validity score of 96% from the media expert and 90% from the subject matter expert, both categorized as highly valid. The practicality scores based on teacher and student responses were 92% and 89%, respectively, indicating that the e-module was highly practical. Therefore, the interactive ethnomathematics-based e-module of Candi Lor Nganjuk was considered valid and practical for use in mathematics learning. This e-module contributes as a contextual teaching material that integrates local culture into mathematics learning, thereby supporting more meaningful and engaging learning experiences for students.