Integrating ethnomathematics into digital learning materials to enhance junior high school students’ geometry problem solving skills

This study examines the development of a digital teaching module based on ethnomathematics to enhance the geometry problem-solving abilities of eighth-grade students at SMP Negeri 1 Kota Bima. The module was developed using the 4D model, Define, Design, Develop, and Disseminate. It was designed by integrating local cultural elements of Bima, including tembe nggoli weaving patterns, sarau hats, uma lengge architecture, and the traditional game mpa’a gopa. These contextual elements were connected to core geometry concepts such as symmetry, proportion, and spatial structures. The module’s validity, practicality, and effectiveness were evaluated through expert validation, student questionnaires, and pretest-posttest analysis using paired and independent sample t tests. The findings revealed that the module achieved a very high level of validity (mean = 3.49), was classified as highly practical (mean student agreement = 81.23%), and significantly improved students’ geometry problem-solving skills compared to conventional printed modules. This study emphasizes the importance of linking abstract mathematical concepts with students’ cultural backgrounds, while simultaneously addressing the longstanding gap in making geometry more relevant and meaningful to learners. Unlike conventional teaching materials that often fail to foster contextual understanding, the developed digital module effectively bridges the gap between theory and practice through culturally rooted tasks. The use of ethnomathematics not only enhances conceptual mastery but also strengthens students’ cultural identity and appreciation of local heritage. The implications of this study are multifaceted. For teachers, the module provides an adaptive and culturally responsive learning resource that can be integrated into classroom practice without requiring major curricular adjustments. For curriculum developers, this research offers a model for systematically embedding local culture into digital teaching materials to support character education goals and 21st-century skills. Furthermore, the findings indicate that the ethnomathematics-based digital module can foster students’ motivation, engagement, and perseverance in solving complex mathematical problems. Overall, this study provides strong evidence that integrating cultural content into digital learning media can serve as an effective strategy for enhancing problem-solving skills, as well as a sustainable pathway toward culturally relevant mathematics education.