STEM-Oriented Ethnomathematics E-Module: Is It Needed

This Research for analysis of material need to improve HOTS

1. Researchers: Suprojo D.S., Sutama , Endang Fauziati , Markhamah , Budi Murtiyasa Faculty of Teacher Training and Education, Muhammadiyah Surakarta University, Indonesia September 25 th , 2024 (International Conference on Mathematics and Learning Research) STEM-Oriented Ethnomathematics E-Module: Is It Needed to Train Students' Learning Independence and Higher-Order Thinking Skills?

2. 3 2 1 Paper Outline 1. Introduction 1.1 Background 1.2 Previous Studies 1.3 Statemen of the Problem 2. Methodology 2.1 Design 2.2 Respondents 2.3 Data Collection 2.4 Data Analysis 3. Results 3.1 Observation Results 3.2 Interview Results 3.3 Questionnaire Results 4. Discussion 5. Conclusion 6. Acknowledgment 7. References

3. Introduction 1.1 Background What is the need for this research ? There are 3 reasons underlying the research The demand of 21 st century learning Students must possess twenty-first-century skills, which include 1) independence of character, 2) critical thinking, 3) creativity, 4) collaboration, and 5) communication Learning approaches There are various learning approaches that teachers can choose for the learning process. Of course, it is adjusted to the characteristics of students and learning objectives Use of Technology, STEM and Ethnomathematics as alternative choices This option allows to be developed in e-module

4. Introduction 1.2 Previous Studies STEM-based e-modules can increase learning independence and improve student achievement ( Puspaningsih , 2021) STEM-oriented e-modules are practical and effective for training HOTS ( Chidayati et al., 2021) STEM effectively enhances HOTS and critical thinking skills ( Wahono et al., 2020) STEM effectively enhances HOTS and critical thinking skills, aids in quick information analysis and decision-making, and fosters creativity and innovation in students ( Iwuanyanwu , 2021) STEM plays a crucial role in boosting productivity and global competitiveness, addressing current and future socio-political and economic challenges (Bryan & Guzey , 2020) E thnomathematics-based learning e-modules have the potential to achieve 21st-century learning goals and improve students' mathematical literacy (Supriyadi et al., 2024)

5. Introduction 1.3 Statement of the Problem Several studies have provided valuable insights regarding efforts to increase student learning independence and HOTS achievement. However, they were conducted on separate variables and did not specifically focus on ethnomathematics-based learning. The effectiveness of STEM-oriented e-modules in mathematics learning cannot be generalized due to the unique characteristics of mathematics, especially when taught with a cultural approach. No research has integrated ethnomathematics through STEM-oriented e-modules to improve learning independence and HOTS in students . To address these limitations, this study aims to answer the following three questions: Do students need a change in learning paradigm to include ethnomathematics, STEM, HOTS, and external motivation from teachers? Why do teachers and students need STEM-oriented ethnomathematics e-modules? Will teachers and students implement STEM-oriented ethnomathematics e-modules to increase student learning independence and HOTS?

6. 2. Methodology 2.1 Design This research is a qualitative ethnographic study. Qualitative ethnographic research guides researchers to explore and capture existing social situations ( Sutama et al., 2020) related to the mathematics learning process in the classroom. Ethnographic research is also intended to reveal the needs of the community, both teachers and students in order to improve the learning system that is being implemented for certain purposes . 2.2 Respondent The research subjects were selected through purposive sampling, allowing researchers to choose individuals who understand the phenomena studied in detail (Creswell & Creswell, 2018). The research subjects were 159 students from five public junior high schools and 64 students from two private junior high schools in Grobogan Regency

7. 2. Methodology 2.3 Data Collection Data were gathered through participant observation, in-depth interviews, and research questionnaires. The observation instrument included four indicators: 1) asking about concepts, 2) being communicative in answering questions from teachers or other students, 3) activity in group discussions, and 4) positive attitudes towards mathematics learning. These interviews were conducted to reconfirm the observation results and findings from the learning process The research questionnaire was developed with six indicators: 1) analysis of learning problems, 2) analysis of learning objectives, 3) analysis of students, 4) analysis of required learning resources, 5) analysis of learning management, and 6) analysis of learning strategies (Walling et al., 2015). The questionnaire consisted of 25 statement items with four answer options: Strongly Agree (SS), Agree, Disagree (TS), and Strongly Disagree (STS).

8. 2. Methodology 2.4 Data Analysis The research data were analyzed using a reciprocal technique, which involves the processes of data collection, data reduction, data presentation, and drawing conclusions being carried out reciprocally

9. 3. Results 3.1 Observation Results Results of State J unior H igh S chools Learning Observations   Results of Private J unior H igh S chools Learning Observations  

10. 3. Results 3.2 Interview Results (Students) Students did not understand the concept of probability Students had not studied the concept before because the math book borrowed from the school was damaged Some students felt embarrassed and lacked confidence, fearing others would consider their questions low-quality T he teacher's questions were too complex, and the mathematical language used was hard to understand T he problems posed by the teacher were very difficult and not aligned with the examples in the book Students was not interested in the probability material because the examples involved coin tossing, dice, and bridge cards, which they associated with gambling Students were dissatisfied with the teaching methods of mathematics teachers, who often relied on lectures, presentations, and group assignments. This repetitive approach was not engaging for them

11. 3. Results 3.2 Interview Results (Teacher) Teacher used lecture and discussion methods in teaching, tailored to the characteristics of the students. The students should first be introduced to the initial concept and then invited to discuss it. V ery few students learn new concepts independently at home. Teacher indicated familiarity with e-modules, ethnomathematics, STEM, fostering student learning independence, and HOTS category assessments.

12. 3. Results 3.3 Questionnaire Results Questionnaire Indicator Answer Average Category Category Learning problem analysis 2.98 Required Learning aim analysis 3.12 Required Students analysis 3.08 Required Required learning source analysis 3.22 Required Learning management analysis 2.76 Required Learning strategy analysis 2.82 Required Total 2.99 Required Ethnomathematics E-Module Requirements Categories by Students

13. 3. Results 3.3 Questionnaire Results Ethnomathematics E-Module Requirements Categories by Teacher Questionnaire Indicator Answer Average Category Category Learning problem analysis 2.71 Required Learning aim analysis 2.57 Required Students analysis 3.14 Required Required learning source analysis 3.29 Highly Required Learning management analysis 2.29 Not Required Learning strategy analysis 2.71 Required Total 2.79 Required

14. 4. Discussion Student participation in mathematics learning is very minimal, even though students have a positive attitude towards mathematics learning 76.73% of students in public junior high schools and 68.75% in private junior high schools Teacher innovation is needed to change the learning situation so students are fully focused but still enjoy mathematics. Teachers must change learning patterns by organizing and creating a learning environment using various approaches ( Ledoh et al., 2021). A change in learning strategies is needed, from the usual to interactive learning and the utilization of technology to attract students' attention. Technology integration aims to improve the quality, accessibility, and cost efficiency of learning ( Ghavifekr & Rosdy , 2015) and prepare society to face the challenges of globalization ( Albirini , 2006) Student informants mentioned that they were embarrassed and not confident to ask about concepts. This situation shows that students need motivation from teachers to build confidence. Motivation is needed to help students develop independence in managing mathematics learning

15. 4. Discussion 4. Student also reported that the mathematics textbooks borrowed from the school were damaged, and some were even lost. These issues indicate that students need teaching materials that are durable, portable, and practical to use. E-modules solve student problems related to damaged or lost teaching materials. E-modules are more practical than printed versions because they can be accessed anytime and anywhere via a smartphone or laptop with supporting software ( Sutarto et al., 2022). The information received also highlighted the language used by teachers in mathematics learning. Informants found the language difficult and unfamiliar. Some informants also mentioned that the examples given by teachers resembled gambling. This situation suggests that informants need teacher strategies to present mathematical concepts through their language and culture to facilitate cognitive assimilation. Cognitive assimilation involves integrating new perceptions, concepts, or experiences into existing schemes in students' minds obtained from their cultural environment. This process is called ethnomathematics by experts. Ethnomathematics influences problem-solving skills by connecting real-world situations and cultural values that grow in society (Nur et al., 2020).

16. 4. Discussion 5. I nformant mentioned that the questions the teacher gave were too difficult, unlike those in the book. This feedback indicates that the informant is not accustomed to solving mathematical problems at the HOTS level. HOTS learning is beneficial for 1) organizing knowledge into long-term memory, 2) developing adaptability, and 3) fostering the creation of quality individuals as competitive resources (Utami et al., 2019). In Bloom's taxonomy revision, HOTS includes three levels: level 4 (problem-solving and reasoning skills), level 5 (critical thinking skills), and level 6 (creative thinking skills) (Utami et al., 2019; Krathwohl, 2002) . 6. The questionnaire analysis received by students supports the findings from observations and in-depth interviews. The need for STEM-oriented ethnomathematics e-modules among students is evident. Various reasons for needing e-modules are cited to improve mathematics learning according to the indicators presented (Walling et al., 2015). Students also agree and appreciate the idea of replacing textbooks with modules that can be studied via phones cell. The analysis of the questionnaire given to teachers also indicates that mathematics teachers need e-modules to enhance mathematics learning. All seven teacher respondents agreed that ethnomathematics e-modules should be developed to support mathematics learning in their classes.

17. 5. Conclusion Based on the research findings, students need a paradigm shift in mathematics learning. They desire the integration of cultural elements to better understand mathematical concepts in the classroom. Additionally, students need twenty-first-century skills to thrive in today's global competition. These skills can be achieved through a learning approach that integrates STEM. Students require HOTS skills to become adaptable individuals capable of competing in the global era. They also need external motivation from teachers to build confidence and independence in learning. STEM-oriented ethnomathematics e-modules are seen as the solution to address these needs Similarly, teachers also recognize the need for STEM-oriented ethnomathematics e-modules. Both students and teachers prefer e-modules to overcome learning challenges, achieve learning goals, serve as classroom teaching materials, provide learning resources at home, manage independent learning, and develop independent learning strategies. Teachers and students are committed to implementing STEM-oriented ethnomathematics e-modules to enhance students' learning independence and HOTS

18. 6. Acknowledgment The author would like to thank the Doctoral Education Program of the Faculty of Teacher Training and Education, Muhammadiyah University of Surakarta for its support in completing this research. The author would also like to thank the principal and mathematics teachers at SMP Negeri 3 Purwodadi, SMP Muhammadiyah Purwodadi, SMP Negeri 1 Karangrayung , and SMP Kristen Purwodadi for allowing their students to become research subjects

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25. If have any question for discussion are highly appreciated Thank for Your Attention