The SASMC effectiveness in improving mathematics learning outcomes and students’ cultural knowledge

Learning innovation to improve education is an essential foundation for educational sustainability. Previous studies have demonstrated the potential of culture-based learning to enhance engagement and contextual understanding, yet limited attention has been given to integrating local Malay culture into structured mathematics learning. This study extends prior research by testing the effectiveness of mathematics learning using Student Activity Sheets based on Malay Culture (SASMC) compared with Direct Learning (DL), not only in improving students’ mathematical learning outcomes but also in strengthening motivation to learn and preserve Riau Malay culture. The research employed a quantitative quasi-experimental design involving 290 students from five selected schools with two homogeneous classes each. Data were analyzed using descriptive statistics, t-tests, and one-way analysis of variance (ANOVA). The results show that SASMC significantly increased learning outcomes (Cohen’s d = 0.82, large effect) and motivation to learn Malay culture (Cohen’s d = 0.76, large effect) in four schools compared with DL. ANOVA also revealed significant differences in learning outcomes (η2 = 0.12) and cultural knowledge (η2 = 0.15) across the five schools applying SASMC, indicating meaningful practical impact. The study’s limitation is that the quasi-experimental control was constrained due to the COVID-19 pandemic. Nevertheless, the findings provide robust evidence that integrating SASMC expands prior research by offering a sustainable learning model that simultaneously advances mathematics achievement and cultural knowledge. Therefore, applying SASMC is more effective than DL for improving students’ academic performance while fostering educational sustainability through cultural preservation.