Developing scratch-based ethnomathematics game to foster students' mathematical problem-solving skills
DOI:
https://doi.org/10.30606/absis.v9i2.4354Keywords:
baduy ethnomathematics, digital game-based learning, mathematical problem-solving, number patterns, scratchAbstract
Learning 5.0 requires digital learning environments that are interactive, meaningful, and culturally responsive. However, studies integrating Scratch with Baduy ethnomathematics to support students’ mathematical problem-solving skills in number patterns remain limited. This study aimed to develop and evaluate a Scratch-based Baduy ethnomathematics game for Grade VII students. The study employed a research and development approach using the ADDIE model. A panel of three experts evaluated the product, six students participated in a small-group trial, and 25 students participated in a one-group pretest–posttest field test. Data were collected using expert validation sheets, student response questionnaires, and five open-ended problem-solving items. Material validation reached 100% in the final revision round, media validation reached 85%, and the overall S-CVI/Ave was 0.93. In the field test, the students’ mean score increased from 62.40 on the pretest to 81.20 on the posttest, with a statistically significant difference, t(24) = −9.52, p < 0.001. Furthermore, 21 students (84%) achieved the minimum mastery criterion. Student responses were very positive, with an overall percentage of 93.92%, while the cultural-context aspect received the highest rating of 96.16%. These findings provide preliminary evidence that the developed game can support mathematical problem-solving and culturally meaningful learning of number patterns. Its main contribution lies in integrating Scratch technology, Baduy ethnomathematical contexts, and Pólya-based problem-solving scaffolding into a single digital learning medium. Nevertheless, causal conclusions remain limited because the study did not include a control group.
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