Designing RME-based learning trajectory with the context of ethnomathematics of Rumah Gadang Minangkabau using augmented reality
DOI:
https://doi.org/10.56294/saludcyt20252293Keywords:
Augmented reality in mathematics, Ethnomathematics, Hypothetical learning trajectory, Realistic mathematics educationAbstract
Introduction: the integration of cultural context and educational technology is essential to enhance students' engagement and understanding in mathematics. This study aims to design and implement a Realistic Mathematics Education (RME)-based Hypothetical Learning Trajectory (HLT) supported by Augmented Reality (AR), using ethnomathematics in Rumah Gadang (Big House) as a contextual foundation.
Method: this study used a mixed-method approach combining ethnography and design research. An ethnographic exploration of Rumah Gadang (Big House) in West Sumatra identified mathematical ideas embedded in its architecture. These findings informed the design of a Realistic Mathematics Education (RME)-based Hypothetical Learning Trajectory (HLT), enhanced with Augmented Reality (AR). The HLT underwent formative evaluation through expert review and one-to-one evaluation. Data were analyzed qualitatively and quantitatively to assess validity and practicality.
Results: the RME-based HLT enabled students to construct mathematical understanding progressively through familiar cultural contexts, such as Rumah Gadang (Big House) staircases and traditional ornaments. The integration of AR significantly increased student engagement, facilitated the visualization of abstract concepts, and supported collaborative learning. Teachers reported improved lesson planning and student participation, while students demonstrated enhanced mathematical reasoning and motivation.
Conclusions: designing HLT using RME principles and delivering it through AR creates a powerful synergy that connects abstract mathematical concepts with students' real-world experiences. This approach not only improves cognitive outcomes but also strengthens students’ cultural identity and appreciation. The study suggests that the combination of pedagogy, culture, and technology can transform mathematics education into a more meaningful, inclusive, and engaging experience.
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Copyright (c) 2025 Ahmad Fauzan , Benjamin Rott , Rozi Fitriza , Afifah Zafirah , Rafki Nasuha Ismail , Herdi Setiawan, Rahmah Johar , Sugiman, Lathiful Anwar (Author)
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