Integrating Balinese Cultural Ethnomathematics into Inclusive Mathematics Education to Improve Learning Outcomes
DOI:
https://doi.org/10.37303/jelmar.v7i1.41Keywords:
ethnomathematics, balinese culture, inclusive mathematics learning, fraction material, learning outcomesAbstract
This classroom action research aimed to improve fifth-grade students’ learning outcomes on fraction topics through the integration of Balinese ethnomathematics in inclusive mathematics learning. The study was conducted at SD Negeri 3 Petiga, Bali, involving 28 students, including two students with special educational needs (slow learner and autism spectrum). The research followed the Kemmis and McTaggart model and was carried out in two cycles. The intervention integrated Balinese cultural elements such as endek fabric motifs, subak irrigation systems, and gebogan traditional offerings as meaningful contexts for learning fractions. Inclusive approaches were applied through differentiated instruction, visual manipulatives, collaborative learning, and scaffolding techniques to accommodate students’ diverse abilities and needs. Data were collected using pre- and post-tests, observation sheets, and documentation. The results indicated a significant improvement in student learning outcomes. In the pre-cycle, classical completeness was only 32.14% with a mean score of 62.4. After the first cycle, it increased to 67.86% (mean score 76.8), and in the second cycle it reached 89.29% (mean score 85.6). Students with special needs also demonstrated notable progress in conceptual understanding and active participation. The findings suggest that integrating ethnomathematics based on Balinese culture within an inclusive learning framework makes mathematics more meaningful, culturally relevant, and accessible to all students. This study contributes to the development of culturally responsive and inclusive mathematics education in primary schools.
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