Congklak-Based Ethnomathematics Learning: A MANOVA Analysis of Motivation and Mathematics Achievement

Syarifah Ivonesti; Nina Zakiah

doi:10.61987/educazione.v2i1.2666

Authors

Syarifah Ivonesti Institut Agama Islam Negeri Datuk Laksemana Bengkalis, Indonesia
Nina Zakiah IAIN Datuk Laksemana BengkalisInstitut Agama Islam Negeri Datuk Laksemana Bengkalis, Indonesia

DOI:

https://doi.org/10.61987/educazione.v2i1.2666

Keywords:

Congklak-Based Ethnomathematics, Mathematics Motivation, Mathematics Achievement

Abstract

Many elementary students continue to struggle with mathematics and approach it with anxiety, which weakens both their motivation and their achievement. This study examines the effectiveness of Congklak-based ethnomathematics learning in improving elementary students' mathematics motivation and mathematics achievement through a multivariate approach. The research applied a quantitative method using a quasi-experimental pretest–posttest control group design involving 40 elementary school students, with 20 assigned to the experimental group and 20 to the control group. The experimental group learned mathematics through instruction built around the traditional game of Congklak, whereas the control group received conventional teaching. Mathematics motivation was measured using the Elementary Mathematics Motivation Inventory (EMMI), and mathematics achievement was assessed through a validated achievement test. After all assumptions were confirmed, the data were analyzed using descriptive statistics and multivariate analysis of variance (MANOVA). The findings showed meaningful gains in both motivation and achievement among students taught through Congklak-based ethnomathematics learning. The multivariate test confirmed a significant effect of the instructional approach on both dependent variables (Wilks' Lambda = 0.116; F = 140.391; p < 0.001). These results indicate that weaving a familiar traditional game into mathematics instruction builds a culturally meaningful environment that strengthens motivation and academic performance at once. Consequently, teachers are encouraged to draw on traditional games and local wisdom as practical resources for creating mathematics learning that is more engaging, contextual, and relevant to students' lives.

Author Biographies

Syarifah Ivonesti, Institut Agama Islam Negeri Datuk Laksemana Bengkalis, Indonesia

lecturer

Nina Zakiah, IAIN Datuk Laksemana BengkalisInstitut Agama Islam Negeri Datuk Laksemana Bengkalis, Indonesia

lecturer

References

Balt, M., Ringleb, M., B., & Orbach, L. (2022). Reducing Math Anxiety in School Children : A Systematic Review of Intervention Research. Frontiers in Education, 7, 1–15. https://doi.org/10.3389/feduc.2022.798516

Bandura, A. (1997). Self-Efficacy: The Exercise of Control. Worth Publishers. https://books.google.co.id/books?id=eJ-PN9g_o-EC.

Barbaresi, W. J., Katusic, S. ., Colligan, R. ., Weaver, A. ., & Jacobsen, S. . (2005). Math Lerning disorder: Incidence in a population-based birth cohort. Rochester Minn. Ambulatory Pediactrics, 5(5), 281–289.

DeVellis, R, F. (2017). Scale Development - Theory and Applications (Second). SAGE Publications.

Dwipayana, P, A, P., Redhana, W, I., & Juniartina, P, P. (2020). Analysis of the need for the development of interactive multimedia based on the local cultural context for junior high school science learning. JPPSI: Indonesian Journal of Science Education and Learning, 3(1), 49–60.

Imanualhaq, R., & Ichsan. (2022). Analysis of Piaget's Theory of Cognitive Development at the Concrete Operational Age of 7-12 Years as the Basis for Learning Media Needs. WANIAMBEY: Journal of Islamic Education, 3(2), 126–134.

Martyanti, A., & Suhartini. (2018). Ethnomathematics: Fostering Critical Thinking Skills Through Culture and Mathematics. Indonesia Mathematics Education, 1(1), 35–41.

Nurkarim, A, W., Qonita, W., & Monterroza, D. (2023). The Students' Mathematic Motivation Scale: a Measure of intrinsic, Extrinsic, and Perceptions of Mathematics. International Journal on Teaching and Teaching Mathematics, 6(1), 1–9. https://doi.org/10.18860/ijtlm.v601.2023

OECD. (2013). PISA 2012 results in focus: What 15-year-olds know and what they can do with what they know. OECD.

Ramopoly, I, H. (2020). Increasing Motivation to Learn Mathematics for Grade V Students of SDN 2 Rantepao by Implementing Contextual Learning Based on Ethnomathematics of the Toraja Tribe. Elementary Journal, 3(1), 14–22.

Rosa, M., & Orey, D, C. (2023). Considerations About Ethomathmatics, The Culturally Relevant Pedagogy and Social Justice in Mathematucal Education. Presquisa Mathematical Education, 25(1), 145–165.

Ryan, R, M., & Deci, E, L. (2020). Intrinsic and Extrinsic Motivation From a Self Determination Theory Perpective: Definitions, Theory, Practices, and Future Directions. Comtempory Educational Psychology, 61. https://doi.org/https://doi.org/10.1016/j.cedpsych.2020.101860

Schleicher, A. (2019). PISA 2018 : Insights and Interpretations. OECD.

Schujaklow, S., Rakoczy, K., & Pekrun, R. (2023). Emotions and Motivation in Mathematatics Education : Where We Are Today and Where We Need to Go. ZDM – Mathematics Education, 55(2023), 249–267. https://doi.org/10.1007/s11858-022-01463-2

Siregar, R, M, R., & Dewi, I. (2022). The Role of Mathematics in the Social Life of the Community. Scoffolding: Journal of Islamic Education and Multiculturalism, 4(3), 77–89.

Smart, J., & Linder, M. (2018). Development, Validation, and Implementation of the Elemantary Mathematics Motivation Inventory (EMMI): Examining Motivational Constructs in Elementary Mathematics. Fields Mathematics Education Journal, 3(2), 1–14. https://doi.org/10.1186/s40928-017-0005-7

Utari, D., & Putra, E. . (2021). Analysis of Motivation and Learning of Grade II Public Elementary School Students. Qalamuna-Journal of Education, Social, and Religion, 13(2), 491–502. https://doi.org/10.37680/qalamuna.v13i2.1015