Effectiveness of Ethnomathematics-Integrated Realistic Mathematics Education on Mathematical Communication Skills

Usman Usman; Roni Amaludin; Mark Ren D. Villaflor

doi:10.31764/jtam.v10i4.38915

Effectiveness of Ethnomathematics-Integrated Realistic Mathematics Education on Mathematical Communication Skills

Usman Usman, Roni Amaludin, Mark Ren D. Villaflor

Abstract

Mathematical communication skills are essential higher-order thinking competencies that enable students to express mathematical ideas, reasoning, and representations logically and coherently. However, students often experience difficulties in connecting formal mathematical concepts with meaningful real-life situations. To address this issue, this study integrates Ethnomathematics into Realistic Mathematics Education (RME) by systematically embedding local cultural contexts from Southeast Sulawesi into all phases of learning. The ethnomathematics contexts included woven fabric patterns, kasuami food, and traditional house architecture as starting points for mathematical exploration and discussion. Unlike previous studies that applied RME or ethnomathematics separately, this study combines both approaches to specifically enhance students’ mathematical communication skills. This study aimed to analyze the effectiveness of Ethnomathematics-Integrated RME in improving students’ mathematical communication skills. A quantitative quasi-experimental method with a one-group pretest-posttest design was conducted involving 32 junior high school students. Data were collected using a mathematical communication skills test based on four indicators: expressing mathematical ideas, using mathematical symbols and representations appropriately, explaining reasoning logically, and connecting mathematical concepts to contextual situations. The results showed that the mean score increased from 44.72 on the pretest to 73.88 on the posttest. A paired sample t-test indicated a significant improvement (t = 17.66, p < 0.05), demonstrating that Ethnomathematics-Integrated RME effectively improved students’ mathematical communication skills. These findings suggest that integrating local cultural contexts into RME creates meaningful and culturally responsive mathematics learning while strengthening students’ conceptual expression and participation. This study provides an empirically supported framework for enhancing mathematical communication through culturally integrated mathematics instruction at the junior high school level.

Keywords

Ethnomathematics; Realistic Mathematics Education; Mathematical Communication Skills; Learning Approach; Mathematics Learning.

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DOI: https://doi.org/10.31764/jtam.v10i4.38915