Development of Ethnomathematics-Based Discovery Learning Tools to Support Fourth-Grade Students’ Mathematical Literacy

Abstract

Mathematical literacy enables elementary school students to apply mathematical concepts, reasoning, and strategies to problems situated in meaningful contexts. However, elementary mathematics instruction remains largely procedural and rarely utilizes students’ cultural environments as learning resources. This study aimed to develop ethnomathematics-based discovery learning tools and examine changes in fourth-grade students’ mathematical literacy following their implementation. A research and development approach was employed using the 4D model, comprising the define, design, develop, and disseminate stages. The resulting products consisted of a lesson plan and teaching materials on plane figures—particularly squares, rectangles, and triangles—integrated with Sasak cultural contexts. The field trial involved 22 fourth-grade students at MI NW Nurul Haramain Narmada, selected through saturated sampling. Data were collected using expert validation sheets, learning implementation observations, student response questionnaires, and mathematical literacy tests. Descriptive analysis was used to assess product validity, learning implementation, and student responses, whereas differences between pretest and posttest scores were examined using the Wilcoxon signed-rank test because the data were not normally distributed. The developed learning tools achieved an average validity score of 91.50%, indicating very high validity. Learning implementation reached 96% and was categorized as very good, while student responses reached 83%, indicating a positive response. The mean mathematical literacy score increased by 29.73 points, from 41.81 on the pretest to 71.54 on the posttest, with the Wilcoxon test revealing a statistically significant difference (Z = −4.109, p < .001). These findings provide preliminary evidence that ethnomathematics-based discovery learning tools are feasible for contextual mathematics instruction and are associated with improved mathematical literacy in the study setting. The study contributes to the development of culturally responsive mathematics learning resources; however, the findings should be interpreted cautiously because the field trial employed a single-group pretest–posttest design without a control group.