Development of Ethnomathematics-Based Worksheets to Improve Students’ Numeracy Literacy in Junior High School

Abstract

This study aims to develop an ethnomathematics-based worksheet (LKS) to improve numeracy literacy among junior high school students. The research was motivated by persistent numeracy difficulties reflected in national and international assessments, where learners struggle to apply mathematical concepts to real-life cultural contexts. Using a Research and Development (R&D) design adapted from the Plomp model, the study involved preliminary analysis, design, development, expert validation, and field testing. The participants consisted of 32 eighth-grade students and two expert validators specializing in mathematics education and ethnomathematics. Data were collected through expert validation sheets, student response questionnaires, and numeracy literacy pre posttest. The results indicate that the worksheet achieved a very valid category based on expert judgment, with strong scores in content accuracy, clarity, and cultural integration. Practicality analysis showed highly positive student responses, demonstrating ease of use, relevance, and motivational appeal. Effectiveness testing revealed a significant improvement in numeracy literacy, with an N-gain value categorized as medium–high. These findings confirm that integrating cultural elements into mathematics learning materials enhances conceptual understanding, engagement, and cultural identity. The ethnomathematics-based worksheet developed in this study is therefore feasible, practical, and effective for classroom implementation.