Evaluation of pedagogical quality in ethnomathematics learning practices

The purpose of this study was to analyze and evaluate ethnomathematics-based (EBL) mathematics learning practices implemented by postgraduate students. The research focused on analyzing student assignment documents (worksheets, teaching modules, and lesson plans) and video recordings of teaching practices to understand the quality of EBL implementation and potential challenges. Data were collected through an ethnomathematics understanding questionnaire and student projects involving identification of local cultural artifacts, teaching modules, student worksheets (LKPD), and videos of teaching practices. All data were analyzed using a rubric-based assessment instrument covering ethnomathematics topic suitability, idea construction, local cultural integration, delivery quality, and mathematical visualization. The results showed that most students were able to construct culturally based mathematical concepts creatively and relevantly and utilized the video projects to enhance their understanding of the relationship between culture and mathematics. These findings also confirmed the activity’s contribution to developing students’ professional knowledge in designing contextual and meaningful learning. However, this study also revealed several challenges still faced by students, including difficulties in designing contextual apperceptions, limitations in integrating authentic assessments, and pedagogical dilemmas when shifting from the role of a traditional teacher to a learning facilitator. Thus, the research results reflect the achievements and limitations of students in implementing EBL, which can be the basis for developing further learning and mentoring strategies.