Transformasi Pembelajaran Matematika Melalui E-Comic Berbasis Etnomatematika dalam Meningkatkan Literasi Numerasi Siswa Sekolah Dasar

Abstract

Students' capacity to comprehend, apply, and analyze mathematical ideas in real-world contexts is directly tied to their level of numeracy literacy, which should be fostered beginning in elementary school. Students struggle to apply ideas in real-world circumstances because mathematics education is often procedural. Fifth graders in primary school will be tested on social arithmetic content to see whether ethnomathematics-based e-comics may improve their numeracy literacy. Using a one-group pretest-posttest design and a quasi-experimental technique, the research used a quantitative approach. Thirty primary school pupils in the fifth grade participated in the study. The research instrument consisted of 20 pretest items and 20 posttest items designed based on the Minimum Competency Assessment framework, covering number, algebra/ratio/proportion, and data and uncertainty domains through the local cultural context of Jalangkote, a traditional food from Makassar. Descriptive statistics, N-Gain, and paired sample t-test were used for data analysis. Compared to pre- and post-test scores, students' average performance improved from 61.33 to 82.17. The learning completion rate increased from 36.67% to 83.33%. A substantial N-Gain of 0.54 was found in the paired sample t-test, which also showed a significant value of 0.000 < 0.05. This means that ethnomathematics-based e-comics can significantly improve children's numeracy literacy skills. Visualizations, narratives, debates, and cultural settings relevant to everyday life help students understand the social arithmetic ideas in this medium. To improve AKM-based numeracy literacy, this study highlights the importance of creating context-, image-, and culturally-based mathematics learning media.

Keywords: E-Comic, Ethnomathematics, Numeracy Literacy, Social Arithmetic, Elementary School