From culture to code: Integrating ethnomathematics into Scratch-based games to enhance students’ mathematical problem-solving

Astari Astari; Rahmat Nurcahyo; Muhadi Hariyanto; Dwi Yulianto

doi:10.30821/axiom.v15i1.26012

From culture to code: Integrating ethnomathematics into Scratch-based games to enhance students’ mathematical problem-solving

Astari Astari, Rahmat Nurcahyo, Muhadi Hariyanto, Dwi Yulianto

Abstract

The COVID-19 pandemic has widened gaps in mathematics achievement, underscoring the need for adaptive digital learning strategies. A preliminary diagnostic assessment conducted at SMPN 1 Leuwidamar, Banten, revealed significant weaknesses in students’ problem-solving skills, particularly in the looking-back stage of Pólya’s model. This study aimed to develop and evaluate a Scratch-based learning medium integrated with Baduy ethnomathematics to enhance students’ mathematical problem-solving abilities. Employing a Research and Development (R&D) approach based on the ADDIE model, the study involved 31 seventh-grade students. Data were collected through problem-solving tests, student and teacher questionnaires, and expert validation forms. The validation results indicated that the learning medium was highly feasible (mean = 0.93). Effectiveness testing revealed a significant improvement in problem-solving scores, increasing from an average of 62.40 to 81.20
(p < 0.001), with 84% of students meeting the mastery criterion and 32% achieving perfect scores. The greatest improvement was observed in strategy implementation (moderate-to-high category), whereas improvement in the initial understanding stage was relatively modest. Student responses were highly positive (mean = 93.92%), particularly regarding cultural relevance and learning motivation. These findings confirm that integrating Baduy ethnomathematics into Scratch-based learning media effectively enhances mathematical problem-solving skills while reinforcing cultural relevance in the learning process.

Keywords

Digital learning media; Ethnomathematics; Mathematical problem-solving skills; Scratch-based game

Full Text:

PDF

References

Abadi, A. K., Dewi, I. S., Islam, S., Pratama, O. P. A., Kristiono, A. A., & Wijaya, M. B. (2024). Desarrollo de medios interactivos de aprendizaje en la ciudad de Purwokerto: aspectos cognitivos del baloncesto escolar (Interactive learning media development in Purwokerto city: cognitive aspects of school basketball). Retos, 58, 891–902. https://doi.org/https://doi.org/10.47197/retos.v58.106613

Akbar, S. (2013). Instrumen perangkat pembelajaran

Al-Hassan, O. M., Alhasan, L. M., AlAli, R. M., Al-Barakat, A. A., Al-Saud, K. M., & Ibrahim, N. A. (2025). Enhancing early childhood mathematics skills learning through digital Game-Based Learning. International Journal of Learning, Teaching and Educational Research, 24(2), 186–205. https://doi.org/10.26803/ijlter.24.2.10

Arif, M., Sajjad, M., Khan, R. A., & Ehsan, H. R. ul. (2025). Development and validation of a tool to measure telehealth educational environment (THEEM). BMC Medical Education, 25(1), 136. https://doi.org/10.1186/s12909-025-06751-5

Batni, B., Junaini, S. N., Sidi, J., Mustafa, W. A., & Awang Ismail, Z. I. (2024). Current research trends of scratch block based programming for K-12: A Systematic Review. Journal of Advanced Research in Applied Sciences and Engineering Technology, 51(2), 138–152. https://doi.org/10.37934/araset.51.2.138152

Bloom, B. S. (1976). Human characteristics and school learning. McGraw-Hill. https://books.google.co.id/books?id=bkUmAQAAIAAJ

Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer US. https://doi.org/10.1007/978-0-387-09506-6

Budirahayu, T., & Saud, M. (2023). Pedagogical innovation and teacher collaborations in supporting student learning success in Indonesia. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2271713

Cohen, J. (1988). Statistical power analysis for the Behaviorl Sciences (2nd ed.). Lawrence Erlbaum Associate. Lawrence

Costan, E., Gonzales, G., Gonzales, R., Enriquez, L., Costan, F., Suladay, D., Atibing, N. M., Aro, J. L., Evangelista, S. S., Maturan, F., Selerio, E., & Ocampo, L. (2021). Education 4.0 in developing economies: a systematic literature review of implementation barriers and future research agenda. Sustainability, 13(22), 12763. https://doi.org/10.3390/su132212763

Fagerlund, J., Häkkinen, P., Vesisenaho, M., & Viiri, J. (2020). Computational thinking in programming with Scratch in primary schools: A systematic review. Computer Applications in Engineering Education. https://doi.org/10.1002/cae.22255

Fagerlund, J., Häkkinen, P., Vesisenaho, M., & Viiri, J. (2021). Computational thinking in programming with Scratch in primary schools: A systematic review. Computer Applications in Engineering Education, 29(1), 12–28. https://doi.org/10.1002/cae.22255

Gustey. (2010). Lessons of mastery learning. Educational Leadership: Journal of the Department of Supervision and Curriculum Development, N.E.A, 68, 52–57.

Hafid, M. (2022). Islamisasi ilmu pengetahuan. HAKAM: Jurnal Kajian Hukum Islam Dan Hukum Ekonomi Islam, 5(2). https://doi.org/10.33650/jhi.v5i2.3501

Hsiao, P.-W., & Su, C.-H. (2021). A study on the impact of steam education for sustainable development courses and its effects on student motivation and learning. Sustainability (Switzerland), 13(7). https://doi.org/10.3390/su13073772

Hu, X., & Dong, G. (2020). Study-related Burnout of College Students in China during online education period. In H. J., P. H., H. G., G. X., & D. K. (Eds.), Proceedings - 2020 IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology, WI-IAT 2020 (pp. 746–751). Institute of Electrical and Electronics Engineers Inc. https://doi.org/10.1109/WIIAT50758.2020.00115

Ibrahim, S. N. A., & Mohd Matore, M. E. E. (2025). The Validity of the Malaysian Teachers’ Global Competency Level Instrument Using Cohen Kappa, Content Validity Ratio and Content Validity Index Analyses. Journal of Applied Science, Engineering, Technology, and Education, 7(1), 82–93. https://doi.org/10.35877/454RI.asci3848

Ishak, S. A., Hasran, U. A., & Din, R. (2023). Media Education through Digital Games: A Review on Design and Factors Influencing Learning Performance. Education Sciences, 13(2), 102. https://doi.org/10.3390/educsci13020102

Ishaq. (2017). Metode Penelitian Hukum Dan Penulisan Skripsi, Tesis, Serta Disertasi. In ALFABETA, cv.

Kabuye Batiibwe, M. S. (2024). The role of ethnomathematics in mathematics education: A literature review. Asian Journal for Mathematics Education, 3(4), 383–405. https://doi.org/10.1177/27527263241300400

Koul, S., & Nayar, B. (2021). The holistic learning educational ecosystem: A classroom 4.0 perspective. Higher Education Quarterly, 75(1), 98–112. https://doi.org/10.1111/hequ.12271

Kusuma, A. B., Hanum, F., Abadi, A. M., & Ahmad. (2024a). Exploration of ethnomathematics research in Indonesia 2010-2023. Infinity Journal, 13(2), 393–412. https://doi.org/10.22460/infinity.v13i2.p393-412

Kusuma, A. B., Hanum, F., Abadi, A. M., & Ahmad, A. (2024b). Exploration of ethnomathematics research in Indonesia 2010-2023. Infinity Journal, 13(2), 393–412. https://doi.org/10.22460/infinity.v13i2.p393-412

Liao, S.-M. (2023). Scratch to R: Toward an inclusive pedagogy in teaching coding. Journal of Statistics and Data Science Education, 31(1), 45–56. https://doi.org/10.1080/26939169.2022.2090467

Lidinillah, D. A. M., Rahman, R., Wahyudin, W., & Aryanto, S. (2022). Integrating sundanese ethnomathematics into mathematics curriculum and teaching: a systematic review from 2013 to 2020. Infinity Journal, 11(1), 33. https://doi.org/10.22460/infinity.v11i1.p33-54

Maleki, A., Khodabakhshzadeh, H., Zeraatpishe, M., & Baghaei, P. (2025). Development and validation of the online formative assessment validity scale (OFAVS) in EFL contexts. Discover Sustainability, 6(1), 471. https://doi.org/10.1007/s43621-025-01336-0

Mart, C. (2022). Gamification with Scratch or App Inventor in Higher Education : A systematic review.

Molina-Ayuso, Á., Adamuz-Povedano, N., Bracho-López, R., & Torralbo-Rodríguez, M. (2022). Introduction to computational thinking with scratch for teacher training for spanish primary school teachers in mathematics. Education Sciences, 12(12), 899. https://doi.org/10.3390/educsci12120899

Nuangchalerm, P. (2020). TPACK in ASEAN perspectives: Case study on Thai pre-service teacher. International Journal of Evaluation and Research in Education (IJERE), 9(4), 993. https://doi.org/10.11591/ijere.v9i4.20700

Pérez-Jorge, D., & Martínez-Murciano, M. C. (2022). Gamification with Scratch or App Inventor in Higher Education: A Systematic Review. Future Internet, 14(12), 374. https://doi.org/10.3390/fi14120374

PISA. (2022). Innovating education and educating for innovation. OECD Publishing. https://doi.org/10.1787/9789264265097-en

Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of covid-19 pandemic on teaching and learning. higher education for the future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481

Pratama, R. A., & Yelken, T. Y. (2024). Effectiveness of ethnomathematics-based learning on students’ mathematical literacy: a meta-analysis study. Discover Education, 3(1), 202. https://doi.org/10.1007/s44217-024-00309-1

Putri, Y. S., & Arsanti, M. (2022). Kurikulum Merdeka sebagai upaya pemulihan pembelajaran. Prosiding Seminar Nasional Sultan Agung, (November), 21–26. https://ditsmp.kemdikbud.go.id/kurikulum-merdeka-sebagai-upaya-pemulihan-pembelajaran/%0A

Riduwan. (2010). Skala pengukuran variabel-variabel penelitian. ALFABETA.

Sarumaha, Y. A. (2020). Introduction of TPACK in Mathematics Education Realm. Intersections, 5(2), 48–58. https://doi.org/10.47200/intersections.v5i2.606

Shadilly, H. (1990). Eksiklopedi indonesia. Ichitar Baru- Van Hoeve. http://opac.kaltimprov.go.id/ucs/index.php?p=show_detail&id=1293

Su, J., Zhong, Y., & Ng, D. T. K. (2022). A meta-review of literature on educational approaches for teaching AI at the K-12 levels in the Asia-Pacific region. Computers and Education: Artificial Intelligence, 3, 100065. https://doi.org/https://doi.org/10.1016/j.caeai.2022.100065

Su, Y.-S., Shao, M., & Zhao, L. (2022). Effect of mind mapping on creative thinking of children in scratch visual programming education. Journal of Educational Computing Research, 60(4), 906–929. https://doi.org/10.1177/07356331211053383

Sugiyono, P. D. (2019). Metode penelitian pendidikan (kuantitatif, kualitatif, kombinasi, R&D dan penelitian pendidikan). Metode Penelitian Pendidikan, 67(2019), 18.

Szabo, Z. K., Körtesi, P., Guncaga, J., Szabo, D., & Neag, R. (2020). Examples of problem-solving strategies in mathematics education supporting the sustainability of 21st-century skills. Sustainability, 12(23), 10113. https://doi.org/10.3390/su122310113

Yulianto, D., Umami, M., Junaedi, Y., Anwar, S., Juniawan, E., & Sanjaya, T. (2025). Empowering early math education: the role of web 2.0 tools in improving counting skills in early learners. international journal of education in mathematics, science and technology, 13(4), 872–894. https://doi.org/10.46328/ijemst.4887

Yulianto, D., Umami, M. R., & Mony, R. S. (2024). Fostering critical thinking and self-efficacy in mathematics students. Union: Jurnal Ilmiah Pendidikan Matematika, 12(1), 116–133. https://doi.org/10.30738/union.v12i1.16900

DOI: http://dx.doi.org/10.30821/axiom.v15i1.26012