Ethnomathematics-Based Learning Module: Enhancing Critical Thinking and Mathematical Problem-Solving Skills through Local Cultural Context

Although various teaching materials have been developed to improve students' critical thinking and mathematical problem-solving skills, ethnomathematics-based modules integrating both remain limited. Given students' low levels of these skills, developing culturally contextualized learning modules offers a promising solution. This study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The subjects used were students of class VII F and VII G of SMP Negeri 21 Bandar Lampung. The instruments included expert validation sheets, student response questionnaires, and pretest and posttest tests that had been validated to measure critical thinking and mathematical problem solving skills . Data were obtained through interviews, questionnaires, tests, and documentation, then analyzed using the N-Gain test. The results of the study indicate that the developed module achieved a very high level of feasibility based on expert assessments of the material, language, presentation, and graphic design aspects. Student responses in both small and large group tests were in the very interesting category. The N-Gain analysis value for both abilities, both in large and small groups, was in the moderate category (0.628–0.648). Thus, the ethnomathematics-based learning module was declared valid, interesting, and effective in supporting contextual and local culture-oriented mathematics learning.