Analysis of The Implementation of Ethnomathematics-Based Mathematics Instruction Using The Traditional “Rampak Bedug” Instrument On Students’ Mathematical Connectivity Skills

Abstract

This study aims to describe the implementation of ethnomathematics-based mathematics instruction through Rampak Bedug, analyze improvements in students’ mathematical connection skills, and describe students’ responses to this instruction. This study employed a mixed-methods approach with a sequential explanatory design. The quantitative component utilized a one-group pretest-posttest design, while the qualitative component was obtained through semi-structured interviews. The research subjects were 20 eighth-grade students at MTs Islamiyah Ciomas, Serang Regency, Banten Province, selected using total sampling. Quantitative data were analyzed using descriptive statistics, the paired-sample t-test, N-Gain analysis, and the Actual Proficiency Threshold (BTA). In contrast, qualitative data were analyzed using the Miles, Huberman, and Saldaña model. The results of the study indicate that: (1) the implementation of ethnomathematics-based mathematics learning through Rampak Bedug was successfully carried out using the Problem-Based Learning (PBL) model, with students actively engaged in exploring the concept of curved-sided three-dimensional shapes through the cultural context of Rampak Bedug; (2) students’ mathematical connection skills showed a significant improvement, as evidenced by an increase in the average pretest score from 72.30 to 92.30 on the posttest; this significant difference was confirmed by a Paired Sample t-test (Sig. < 0.001), and the average N-Gain of 0.7656 (76.56%), which falls into the high and effective category; and (3) students responded positively to the learning experience because the material was easier to understand, more concrete, and more engaging through the use of the Rampak Bedug cultural context, although some students still required guidance in solving problems that required the integration of multiple mathematical concepts. The integration of quantitative and qualitative data shows that the two types of data mutually confirm and complement each other in providing a more comprehensive understanding of the effectiveness of ethnomathematics-based learning through Rampak Bedug in improving students’ mathematical connection skills.