Interactive Multimedia Technology for Geometry Learning: Integrating Ethnomathematics and Mobile Learning
Purpose of the study: The study aims to develop and evaluate mobile learning media based on ethnomathematics, using Articulate Storyline integrated with a problem-based learning model, to support interactive, contextual and meaningful geometry learning for junior secondary school students.
Methodology: A research and development approach was employed using the ADDIE model. Participants consisted of 38 junior secondary school students involved in small- and large-scale trials. Data were collected through expert validation sheets, questionnaires and implementation evaluations. These were analysed using descriptive statistics, supported by percentage categories and triangulation from expert, teacher and student responses.
Main Findings: The developed mobile learning media were categorised as highly valid by experts in the field of media, subject matter and language. Implementation results indicate that the media is practical and well accepted by users. The findings also demonstrate its potential to support students' conceptual understanding of geometry and to enhance their interest in learning it through interactive multimedia features and culturally contextualised content from East Nusa Tenggara.
Novelty/Originality of this study: This study contributes to the field by integrating ethnomathematics, mobile learning and problem-based learning within a single instructional design using Articulate Storyline. Unlike previous studies that examined these approaches separately, this study emphasises the contextualisation of geometry concepts through local cultural elements, providing a culturally responsive, technology-enhanced learning approach.
Downloads
M. D. Kembara, R. W. A. Rozak, B. Maftuh, and V. A. Hadian, “Research based learning to improve students’ 6C skills during the pandemic,” in Proc. 4th Soc. Humanit. Res. Symp. (SoRes 2021), vol. 658, 2022, pp. 107–111, doi: 10.2991/assehr.k.220407.020.
M. Lestari, Supriyadi, and Sulhadi, “The growth of vocational high school students’ 4C skills on the use of PjBL STEM-based physics digital module,” Phys. Commun., vol. 7, no. 2, pp. 63–70, 2023, doi: 10.15294/physcomm.v7i2.38403.
E. A. Vance and H. S. Smith, “The ASCCR frame for learning essential collaboration skills,” J. Stat. Educ., vol. 27, no. 3, pp. 265–274, 2019, doi: 10.1080/10691898.2019.1687370.
Syahrial, Asrial, D. A. Kurniawan, R. Perdana, and R. A. Pratama, “Implementing inquiry based ethno-constructivism learning module to improve students’ critical thinking skills and attitudes towards cultural values,” Eurasian J. Educ. Res., vol. 95, pp. 118–138, 2021, doi: 10.14689/ejer.2021.95.7.
T. Tanti, D. Kurniawan, K. Kuswanto, W. Utami, and I. Wardhana, “Science process skills and critical thinking in science: Urban and rural disparity,” J. Pendidik. IPA Indones., vol. 9, no. 4, pp. 489–498, 2020, doi: 10.15294/jpii.v9i4.24139.
C. M. Samosir, I. Muhammad, F. Marchy, and E. Elmawati, “Research trends in problem based learning in middle school (1998–2023): A bibliometric review,” Sustain. J. Kaji. Mutu Pendidik., vol. 6, no. 1, pp. 46–58, 2023, doi: 10.32923/kjmp.v6i1.3237.
H. Sa’diyah, R. Hidayah, M. Salimi, L. E. W. Fajari, and S. Aini, “The effect of problem based learning model on critical thinking skills in elementary school: A meta-analysis study,” J. Iqra’ Kaji. Ilmu Pendidik., vol. 9, no. 1, pp. 135–160, 2024, doi: 10.25217/ji.v9i1.4456.
S. Jumaera, O. T. Blessing, and N. Rukondo, “Optimizing student activities and learning outcomes through problem solving models in stoichiometry material,” Jor. Chem. Lea. Inn., vol. 1, no. 2, pp. 41–46, Dec. 2024, doi: 10.37251/jocli.v1i2.1147.
R. Maskur et al., “The effectiveness of problem based learning and aptitude treatment interaction in improving mathematical creative thinking skills on curriculum 2013,” Eur. J. Educ. Res., vol. 9, no. 1, pp. 375–383, 2020, doi: 10.12973/eu-jer.9.1.375.
H. Riah, “Augmented reality-based interactive learning media: Enhancing understanding of chemical bonding concepts,” Jor. Chem. Lea. Inn., vol. 2, no. 1, pp. 55–63, Jun. 2025, doi: 10.37251/jocli.v2i1.1919.
S. A. Cahayu, J. Siburian, and A. Hamidah, “The effect of problem based learning (PBL) model based on local wisdom to improve students’ critical thinking skills,” In. Sci. Ed. J., vol. 5, no. 2, pp. 82–90, May 2024, doi: 10.37251/isej.v5i2.985.
N. Aisyah, E. Susanti, Meryansumayeka, T. Y. E. Siswono, and S. M. Maat, “Proving geometry theorems: Student prospective teachers’ perseverance and mathematical reasoning,” Infin. J. Math. Educ., vol. 12, no. 2, pp. 377–392, 2023, doi: 10.22460/infinity.v12i2.p377-392.
D. U. Wulandari, N. Mariana, W. Wiryanto, and M. S. Amien, “Integration of ethnomathematics teaching materials in mathematics learning in elementary school,” IJORER Int. J. Recent Educ. Res., vol. 5, no. 1, pp. 204–218, 2024, doi: 10.46245/ijorer.v5i1.542.
A. Saparuddin Nur, K. Kartono, Z. Zaenuri, S. B. Waluya, and R. Rochmad, “Ethnomathematics thought and its influence in mathematical learning,” MaPan, vol. 8, no. 2, pp. 205–223, 2020, doi: 10.24252/mapan.2020v8n2a3.
M. E. O. Barut and H. Retnawati, “Geometry learning in vocational high school: Investigating the students’ difficulties and levels of thinking,” J. Phys. Conf. Ser., vol. 1613, no. 1, Art. no. 012058, 2020, doi: 10.1088/1742-6596/1613/1/012058.
D. Hidayat and R. Rosnawati, “Exploring students’ critical thinking skills in a geometry lesson,” J. Phys. Conf. Ser., vol. 1613, no. 1, Art. no. 012027, 2020, doi: 10.1088/1742-6596/1613/1/012027.
E. L. Y. Yen, H. Hashim, and M. M. Yunus, “A systematic review of mobile learning trends in supporting the mastery of spelling,” Int. J. Interact. Mob. Technol., vol. 16, no. 24, pp. 59–80, 2022, doi: 10.3991/ijim.v16i24.33633.
N. C. Ozuorcun and F. Tabak, “Is M-learning versus E-learning or are they supporting each other?,” Procedia Soc. Behav. Sci., vol. 46, pp. 299–305, 2012, doi: 10.1016/j.sbspro.2012.05.110.
Y.-T. Sung, K.-E. Chang, and T.-C. Liu, “The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis,” Comput. Educ., vol. 94, pp. 252–275, 2016, doi: 10.1016/j.compedu.2015.11.008.
S. Yolanda, R. Winarni, and S. Yulisetiani, “The new way improve learners’ speaking skills: Picture and picture learning media based on articulate storyline,” J. Educ. Technol., vol. 6, no. 1, pp. 173–181, 2022, doi: 10.23887/jet.v6i1.41452.
F. Asysyura, A. Adnan, and F. Faisal, “The effect of interactive multimedia on students’ cognitive learning outcomes on system materials,” BIODIDAKTIKA J. Biol. dan Pembelajarannya, vol. 18, no. 1, pp. 9–23, 2023, doi: 10.30870/biodidaktika.v18i1.17808.
I. Gede Y. Septiana, I. M. C. Wibawa, G. A. P. S. Trisna, and others, “Interactive multimedia based on articulate storylines in the topic of plant anatomy and physiology,” Int. J. Elem. Educ., vol. 6, no. 2, pp. 182–194, 2022, doi: 10.23887/ijee.v6i2.46486.
F. Nugroho and M. I. Arrosyad, “Learning multimedia development using articulate storyline for students,” Int. J. Elem. Educ., vol. 4, no. 4, pp. 575–579, 2020, doi: 10.23887/ijee.v4i4.27763.
F. A. Wijayanti, S. Utami, and Sumaji, “Development of articulate storyline interactive learning media based on realistic mathematical education (RME) to improve critical thinking ability of elementary school students,” ICCCM J. Soc. Sci. Humanit., vol. 1, no. 5, pp. 13–22, 2022, doi: 10.53797/icccmjssh.v1i5.3.2022.
A. A. Kambuna, Q.-U. N. Jatoi, and M. Jlassi, “Language function of selected cosmetics advertisement in online media,” J. Lang. Lit. Educ. Res., vol. 2, no. 1, pp. 71–84, 2025, doi: 10.37251/jolle.v2i1.1836.
V. I. Adhiana, Y. Yuniawatika, E. Ahdhianto, and J. Wantoro, “Interactive media development using articulate storyline-based instructional games for teaching fractions,” Profesi Pendidik. Dasar, vol. 9, no. 1, pp. 15–27, 2022, doi: 10.23917/ppd.v9i1.16927.
F. F. Fatikhah and M. Anggaryani, “Development of articulate storyline-based dynamic fluid learning media for grade XI high school students,” PENDIPA J. Sci. Educ., vol. 6, no. 1, pp. 26–34, 2021, doi: 10.33369/pendipa.6.1.26-34.
A. Husna and D. M. Fajar, “Development of interactive learning media based on articulate storyline 3 on Newton’s law material with a contextual approach at the junior high school level,” IJIS Edu Indones. J. Integr. Sci. Educ., vol. 4, no. 1, pp. 17–26, 2022, doi: 10.29300/ijisedu.v4i1.5857.
A. Maharani and L. W. Y. Putra, “How to design problem-based learning for reasoning ability?,” IJORER Int. J. Recent Educ. Res., vol. 4, no. 5, pp. 610–619, 2023, doi: 10.46245/ijorer.v4i5.289.
Y. Darmawati and A. Mustadi, “The effect of problem-based learning on the critical thinking skills of elementary school students,” J. Prima Edukasia, vol. 11, no. 2, pp. 142–151, 2023, doi: 10.21831/jpe.v11i2.55620.
K. A. Khalda, A. Hendrayana, and J. Jaenudin, “Problem-based learning (PBL) approach using psychological tools to enhance students’ mathematical creative thinking abilities,” J. Medives J. Math. Educ. IKIP Veteran Semarang, vol. 7, no. 2, p. 269, 2023, doi: 10.31331/medivesveteran.v7i2.2620.
T. Meaney, T. Trinick, and P. Allen, Ethnomathematics in Education: The Need for Cultural Symmetry. Cham, Switzerland: Springer Int. Publ., 2021, doi: 10.1007/978-3-030-44982-7_4-1.
M. Turmuzi, I. G. P. Suharta, I. W. P. Astawa, and I. N. Suparta, “Meta-analysis of the effectiveness of ethnomathematics-based learning on student mathematical communication in Indonesia,” Int. J. Eval. Res. Educ., vol. 13, no. 2, pp. 903–913, 2024, doi: 10.11591/ijere.v13i2.25475.
I. Verner, K. Massarwe, and D. Bshouty, “Development of competencies for teaching geometry through an ethnomathematical approach,” J. Math. Behav., vol. 56, Art. no. 100708, 2019, doi: 10.1016/j.jmathb.2019.05.002.
L. Vitoria, M. Monawati, F. Fauzi, and M. Mislinawati, “Assessing the effect of an ethnomathematics teaching material on students’ understanding of mathematics,” JPP (Jurnal Pendidik. dan Pembelajaran), vol. 28, no. 1, pp. 10–16, 2021, doi: 10.17977/um047v28i12021p010.
Amidi, S. Z. Zahrona, and A. F. Chaniago, “The influence of self-directed learning on mathematical problem solving ability in problem-based learning with ethnomathematics nuances,” J. Phys. Conf. Ser., vol. 1918, no. 4, Art. no. 042121, 2021, doi: 10.1088/1742-6596/1918/4/042121.
A. S. Nur, S. B. Waluya, R. Rochmad, and W. Wardono, “Contextual learning with ethnomathematics in enhancing the problem solving based on thinking levels,” JRAMathEdu (Journal Res. Adv. Math. Educ.), vol. 5, no. 3, pp. 331–344, 2020, doi: 10.23917/jramathedu.v5i3.11679.
S. Andang and A. M. Hadi, “Integrating ethnomathematics into digital learning materials to enhance junior high school students’ geometry problem solving skills,” Multidiscip. Sci. J., vol. 8, no. 5, pp. 1–14, 2025, doi: 10.31893/multiscience.2026327.
W. Dick, “The Dick and Carey model: Will it survive the decade?,” Educ. Technol. Res. Dev., vol. 44, no. 3, pp. 55–63, 1996, doi: 10.1007/BF02300425.
K. S. Jenahut and A. C. O. R. Lake, “Articulate storyline-based learning media loaded with local wisdom values in historical narrative text material for elementary school students,” J. Ilm. Sekol. Dasar, vol. 7, no. 3, pp. 566–578, 2023, doi: 10.23887/jisd.v7i3.54079.
M. A. Mushoffa, H. Raharjo, and A. R. Persada, “Website-based teaching material development to improve student mathematics learning outcomes,” Daya Mat. J. Inov. Pendidik. Mat., vol. 8, no. 3, pp. 205–212, 2020, doi: 10.26858/jdm.v8i3.15134.
F. Bhary, M. Maswar, M. Atikurrahman, and A. Afandi, “Analysis of the problem-based learning (PBL) models on geometry material in improving students’ mathematics learning outcomes,” Alifmatika J. Pendidik. dan Pembelajaran Mat., vol. 5, no. 2, pp. 207–225, 2023, doi: 10.35316/alifmatika.2023.v5i2.207-225.
R. N. Auliya and M. Munasiah, “Mathematics learning instrument using augmented reality for learning 3D geometry,” IOP Conf. Ser. J. Phys., vol. 1318, no. 1, Art. no. 012069, 2019, doi: 10.1088/1742-6596/1318/1/012069.
N. P. A. A. Wijayanti, Sunardi, I. M. Tirta, P. M. Margaretha, and Y. Y. Wijaya, “Ethnomathematics in Balinese culture as a learning material for logic and reasoning geometry,” IOP Conf. Ser. Earth Environ. Sci., vol. 243, no. 1, pp. 1–9, 2019, doi: 10.1088/1755-1315/243/1/012058.
C. A. Rodríguez-Nieto, M. L. Pabón-Navarro, B. M. Cantillo-Rudas, and V. F. Moll, “The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problem-solving about brick-making,” Infin. J., vol. 14, no. 2, pp. 419–444, 2025, doi: 10.22460/infinity.v14i2.p419-444.
R. R. Olivero-Acuña, C. A. Rodríguez-Nieto, V. F. Moll, B. M. Cantillo-Rudas, and F. M. Rodríguez-Vásquez, “Ethnomathematical connections between the production of coastal cheese, geometric solids, measurements, and proportionality: A study with a Colombian merchant,” Eurasia J. Math. Sci. Technol. Educ., vol. 21, no. 4, Art. no. em2608, 2025, doi: 10.29333/ejmste/16081.
T. D. Pham Thi, V. K. Pham, and N. T. Duong, “Understanding M-learning app adoption: An integrated model for college students in Vietnam,” Interact. Learn. Environ., vol. 33, no. 10, pp. 5847–5869, 2025, doi: 10.1080/10494820.2025.2488144.
A. Qazi, J. Qazi, K. Naseer, N. Hasan, G. Hardaker, and D. Bao, “M-learning in education during COVID-19: A systematic review of sentiment, challenges, and opportunities,” Heliyon, vol. 10, no. 12, Art. no. e32638, 2024, doi: 10.1016/j.heliyon.2024.e32638.
S. Supriadi, F. Alfarisa, F. R. Maulana, E. Unaenah, and I. Supriatna, “The impact of mobile ethnomathematics learning based on Sundanese culture on creative thinking and intelligence,” Academia, no. 44–45, pp. 183–206, 2026, doi: 10.26220/aca.5608.
L. Indiyarti Putri, H. Retnawati, A. Jaedun, A. Murfi, and G. B. Atymtaevna, “Enhancing mathematical skills through multicontextual approaches: A meta-analysis of realistic mathematics, ethnomathematics, and technology integration,” Cogent Educ., vol. 12, no. 1, Art. no. 2548648, 2025, doi: 10.1080/2331186X.2025.2548648.
F. Nursyahidah, W. Wardono, S. Mariani, and K. Wijayanti, “Integrating technology, ethnomathematics, and realistic mathematics education in learning statistics: A learning trajectory,” Infin. J., vol. 14, no. 3, pp. 633–654, 2025, doi: 10.22342/jme.v16i2.pp671-688.
Tuslim et al., “Ethnomathematical exploration in bekel ball game: Building mathematics understanding through local wisdom,” in AIP Conf. Proc., 2026, Art. no. 20033, doi: 10.1063/5.0318312.
A. Mei, L. A. Purwastuti, R. Hidayat, and A. F. M. Ayub, “Problem-solving learning model based on ethnomathematics to improve student’s creative thinking in elementary school,” Malaysian J. Math. Sci., vol. 19, no. 1, pp. 289–309, 2025, doi: 10.47836/mjms.19.1.15.
F. M. Panda, S. Sajidan, and R. Suryana, “Effectiveness of problem-based learning model to empower problem-solving skills in science learning: Meta-analysis,” in J. Phys. Conf. Ser., 2025, Art. no. 012020, doi: 10.1088/1742-6596/3148/1/012020.
O. P. Maure and K. S. Jenahut, “Development of learning media based on articulate storyline 3 with an ethnomathematics approach to improve student mathematical understanding in calculus I lectures,” in AIP Conf. Proc., 2025, Art. no. 20015, doi: 10.1063/5.0290117.
M. F. A. Ihsani and N. Ishartono, “Ethnomathematics: An exploration of geometrical concepts in Batik Ceplok Surakarta,” in AIP Conf. Proc., 2025, Art. no. 20021, doi: 10.1063/5.0290553.
M. S. K. Batiibwe, “Ethnomathematics as a pedagogical tool for mathematics education: Opportunities and challenges,” SN Soc. Sci., vol. 5, no. 12, Art. no. 221, 2025, doi: 10.1007/s43545-025-01260-0.
Copyright (c) 2026 Osniman Paulina Maure, Konradus Silvester Jenahut, Gabariela Purnama Ningsi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of Educational Technology and Learning Creativity is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
.png)
