DEVELOPMENT OF ETHNOMATHEMATICS-BASED EXAMPLE–PROBLEM PAIRS WITH ISOMORPHIC PROBLEMS TO IMPROVE STUDENTS’ INDUCTIVE THINKING SKILLS IN GEOMETRIC TRANSFORMATION

Abstract

This study aims to develop an ethnomathematics-based Example–Problem Pairs with Isomorphic Problems (EPP-IP) instructional design to improve students’ inductive thinking skills in geometric transformation learning. The study was motivated by the low level of students’ inductive thinking skills and difficulties in understanding geometric transformation concepts, which are often taught abstractly and procedurally without meaningful connections to students’ cultural contexts and real-life experiences. To address these issues, the instructional design integrates ethnomathematics, Example–Problem Pairs, and isomorphic problems to create contextual, systematic, and meaningful mathematics learning experiences.

This research employed a Design and Development Research (DDR) approach using the ADD model, which consists of analysis, design, and development stages. The instructional materials were designed by incorporating local cultural elements such as traditional woven motifs and geometric cultural patterns into geometric transformation concepts, including translation, reflection, rotation, and dilation. The Example–Problem Pairs strategy was combined with isomorphic problems to support students in identifying patterns, making generalizations, and transferring conceptual understanding to different problem contexts.

The developed instructional design was evaluated in terms of validity, practicality, and effectiveness. The validation process involved mathematics education experts, instructional design experts, and practitioners. The results indicated that the ethnomathematics-based EPP-IP instructional design was valid and practical for classroom implementation. Furthermore, the implementation of the instructional design showed positive effects on students’ inductive thinking skills, conceptual understanding, learning motivation, and engagement in geometric transformation learning.

The findings suggest that integrating ethnomathematics with Example–Problem Pairs and isomorphic problems can provide meaningful mathematics learning experiences and effectively improve students’ inductive thinking skills in geometric transformation. Therefore, this instructional design can serve as an innovative alternative for mathematics learning that promotes both conceptual understanding and cultural appreciation.