Integration of Ethnomathematic Values of the Mabbilang Esso Tradition into Understanding Series and Number Patterns

Eka Ayu Lestari, Naimah Naimah, Andi Muhammad Irfan Taufan Asfar, Andi Muhammad Iqbal Akbar Asfar, Fita Gustiana, Irna Erviana

Abstract


Abstract: Mathematics learning at the junior high school level still faces major challenges, particularly in sequences and series, which are often considered abstract and difficult for students to master. Test results in Bone Regency for the 2024/2025 academic year showed that only 28% of students reached the Minimum Learning Mastery Criteria, with an average score of 55 out of 100. This underscores the urgency of contextual innovations that connect mathematics with local culture. This study developed and implemented EssoMath Card, a learning media inspired by the Bugis tradition of Mabbilang Esso, to strengthen mathematical understanding through an ethnomathematical approach. The research applied a Mixed-Methods Sequential Exploratory design with the ADDIE model, involving students from SMP Satap 2 Patimpeng (limited trial) and SMP Negeri 2 Tonra (effectiveness testing). Data were gathered through tests, questionnaires, interviews, and observations, then analyzed using descriptive statistics, t-tests, and thematic analysis with NVivo. Results showed that the media achieved a validity score of 88.2% (very valid), practicality 84.7% (highly practical), and effectiveness 82.9% (effective). The experimental class improved by 73% compared to 46% in the control class. In conclusion, EssoMath Card effectively improves numeracy literacy while preserving Bugis culture, offering meaningful implications for ethnomathematics and local wisdom-based learning.


Keywords


Ethnomathematics, Mabbilang Esso, EssoMath Card, Numeracy Literacy, Local Wisdom

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