Integrating Marapu Indigenous Philosophy and Digital Innovation into the Mathematics Curriculum for Junior High Schools in Southwest Sumba
DOI:
https://doi.org/10.59175/pijed.v4i2.800Keywords:
Digital Innovation, Marapu Indigenous Philosophy, Mathematics CurriculumAbstract
This study aims to develop and test a culturally responsive mathematics curriculum through the integration of Marapu Philosophy and digital innovation to support sustainable education in junior high schools in Southwest Sumba. Theoretically, it is grounded in an ethnomathematics framework, which views mathematical practices as embedded in cultural activities; the Technological Pedagogical Content Knowledge (TPACK) framework; and multimedia learning theory to explain how technology—particularly Artificial Intelligence (AI)—acts as a cultural mediator in building conceptual understanding. A Design-Based Research (DBR) approach was chosen because it allows iterative, collaborative, and cyclical curriculum development in authentic school contexts, while the ASSURE model was used at the lesson-unit level to design systematic and operational teaching scenarios. The study involved 380 students and 76 teachers from 38 junior high schools, with traditional leaders serving as validators of cultural values. Qualitative data were collected through semi-structured interviews, structured classroom observations, and documentation of teaching materials, then analyzed using software-assisted thematic analysis with stepwise coding and checks of inter-coder reliability. Quantitative data were obtained from Likert-scale questionnaires and conceptual understanding tests (pre–post), and analyzed descriptively (percentages, means, and score differences). The results show increases in learning motivation (81.6%), conceptual understanding (77.6%), cultural identity (85.5%), and digital literacy (73.7%). The use of Canva AI, ChatGPT, and Khanmigo enriched learning experiences and strengthened pedagogical implications and curriculum policy based on the synergy between local wisdom and technology.
References
Abdul Malik, M. (2024). Dynamics of Mathematics Education and Learning: Challenges and Problems in the Context of Modern Education.
Adoe, T. Y. N., Kurniawan, A. T., Muspawi, M., Sihombing, A. A., Mindarta, E. K., Ramadhan, I., Rame, T., Sarwono, R., Rupa, J. N., Anjani, F., & others. (2024). Models, Methods, and Strategies.
Anita, D. E., Pareira, M. I. R. D., Selian, S. N., Suardi, H., Agustini, R. R., Djayadin, C., Nurharini, F., Seprina, T., Pratiwi, I. W., Octrianty, E., & others. (2025). Communication Science, Sociology, and Psychology in Welcoming Indonesia's Golden Age.
Ashari, I. A. A., Mangkunegara, I. S., Sandi, A. S., Arkananta, E. R., & others. (2025). Optimizing Student Learning with the Utilization of AI Technology: An Innovative Solution for Modern Education. Jurnal Pengabdian Kepada Masyarakat (MEDITEG), 10(1), 49–58.
Asmara, A. S., Waluya, S. B., Suyitno, H., Junaedi, I., Ardiyanti, Y., & others. (2024). Developing patterns of students’ mathematical literacy processes: Insights from cognitive load theory and design-based research. Infinity Journal, 13(1), 197–214.
Bito, N., & Masaong, A. K. (2023). The role of mathematics learning media as technology and solutions in education in the era of digitalization and disruption. Jambura Journal of Mathematics Education, 4(1), 88–97.
Bitu, Y. S., Setiawi, A. P., Bili, F. G., Iriyani, S. A., & Patty, E. N. S. (2024). Interactive learning: increasing student engagement and understanding. J-KIP (Jurnal Keguruan Dan Ilmu Pendidikan), 5(2).
D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44–48.
Habibi, M. I. (2025). Cultural Integration in Mathematics Learning: A Systematic Literature Review of the Ethnomathematics Approach. Jurnal Jembatan Efektivitas Ilmu Dan Akhlak Ahlussunah Wal Jama’ah, 6(2), 438–451.
Hadi, I. (2024). Analysis of the Independent Curriculum in Mathematics Learning: A Review from the Perspective of the Philosophy of Mathematics Education. Blantika: Multidisciplinary Journal, 3(2).
Halimah, S., Mardiana, D., Ahmatika, D., Nuramania, S., & Nurcahyati, A. M. (2025). Development of a problem-based learning test to measure grade xii students’ mathematical creativity and adversity quotient. Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu, 4(2), 403–416.
Hibatulloh, R., Wangi, M. P. U. S., Pertama, I. N., Paizrujah, L., & Amini, A. (2024). Analysis of the role of technology in the development of mathematics learning in the digital era. Diskusi Panel Nasional Pendidikan Matematika, 10.
Jailani, M. S., & others. (2023). Data collection techniques and instruments for educational scientific research using qualitative and quantitative approaches. IHSAN: Jurnal Pendidikan Islam, 1(2), 1–9.
Jayantika, I. G. A. T., & Namur, G. (2022). The role of learning technology in improving digital literacy in mathematics. Indonesian Journal of Educational Development (IJED), 3(2), 284–291.
Judijanto, L., Selviana, R., Rahmawati, E., Magdalena, L., Amilia, I. K., Fanani, M. Z., Yusufi, A., Sudipa, I. G. I., Prasetyo, D., Nampira, A. A., & others. (2025). ChatGPT Optimization: A Guide and Implementation for Learning, Teaching, and Creating Unlimited Content. PT. Green Pustaka Indonesia.
Khaerani, K., Arismunandar, A., & Tolla, I. (2024). The role of ethnomathematics in improving the quality of mathematics learning: a literature review. Indonesian Journal of Intellectual Publication, 5(1), 20–26.
Lamina, L., Rosyadi, A. A. P., & Lidiawati, R. (2023). Implementation of the Assure Learning Model Based on Problem Based Learning to Improve the Mathematics Learning Outcomes of the Independent Curriculum for Grade I Students of SDN Ngaglik 01 Batu. Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(1), 4368–4384.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Rahmi, W., Azis, H. S., Nasar, I., & Setiawi, A. P. (2024). Challenges and Solutions in the Development of Educational Technology in Indonesia. Proceedings of the 4th International Conference on Education, Humanities, Health and Agriculture (ICEHHA 2024). EAI. EUDL Https://Doi. Org/10.4108/Eai, 12–13.
Sawitri, E., Astiti, M. S., & Fitriani, Y. (2019). Barriers and challenges to information and communication technology-based learning. Prosiding Seminar Nasional Program Pascasarjana Universitas Pgri Palembang.
Setiawi, A., Ayu, M., & Malo, M. W. (2025). AI-Based Adaptive Learning Model: Contextualizing Marapu Culture in Mathematics Learning at SMAN 1 Kodi Balaghar, Southwest Sumba Regency. CORISINDO 2025, 1, 644–650.
Setiawi, A. P. (2024). Exploring Modern Educational Theory: A Literature Review of Multiple Intelligences Theory on Student Learning Process in the Digital Era. J-KIP (Jurnal Keguruan Dan Ilmu Pendidikan), 5(3).
Setiawi, A. P., Bito, G. S., & Nasar, I. (2025). The Implementation of ICT in Improving Mathematical Literacy Skills: A Systematic Literature Review Study.
Setiawi, A. P., Edwin, E., & Mau, S. D. I. (2025). The Relationship Between Philosophy, Culture, and Mathematics Education for Elementary Schools in Southwest Sumba, NTT. Jurnal Education And Development, 13(1), 311–318.
Setiawi, A. P., Mau, S. D. I., Sabawaly, D. R., & others. (2024). Multimedia and Interactive Mathematics Learning. Varied Knowledge Journal, 2(2), 10–18.
Siregar, T., & others. (2025). Integration of ethnomathematics with local cultural wisdom. Goresan Pena.
Soeriadiredja, P. (2013). Marapu: The Construction of Cultural Identity of the Sumbanese, NTT. Antropologi Indonesia, 34(1), 5.
Susanti, A., Jainuri, M., & Asyhar, R. (2024). The Transformation of Mathematics Education in the Technological Era: A Philosophical Study of the Implications of Science and Technology. Jurnal Lebesgue: Jurnal Ilmiah Pendidikan Matematika, Matematika Dan Statistika, 5(3), 2214–2231.
Wardoyo, K. C. M., & Pratini, H. S. (2024). Development of Differentiated Learning Teaching Modules Using the Assure Model Based on Numeracy Literacy Questions to Improve the Representation and Disposition Skills of Grade VII Students. Asimtot: Jurnal Kependidikan Matematika, 6(01), 23–36.
Wedasantara, I. B. O., Laksmiwati, I. A. A., & Adni, N. P. (2023). Marapu: Exploring the Identity of the Sumbanese People Amidst Globalization. Prosiding Seminar Nasional Bahasa, Sastra, & Budaya, 2, 72–80.
Wulandari, I. G. A. P. A., & Puspadewi, K. R. (2016). Culture and its implications for mathematics learning. Jurnal Santiaji Pendidikan, 6(1), 129201.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Agustina Purnami Setiawi, Monika Bela Zaghu, Elyakim Nova Supriyedi Patty
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
