Articles

Enhancing Elementary School Teachers Competence in Ethnomathematics Based Geometry Learning through Banten Batik and Mangrove Leaves

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Geometry learning in elementary schools is often dominated by abstract representations and conventional instructional materials that rely primarily on textbooks and blackboards, making it challenging for teachers to connect mathematical concepts with students everyday experiences and local cultural environments. This study explored elementary school teachers’ experiences and perceptions of a participatory workshop on ethnomathematics-based geometry learning through Banten Batik and mangrove leaf ink. A descriptive qualitative approach was employed within a community engagement program involving 12 elementary school teachers in Anyar Village, Serang Regency, Banten, Indonesia. The workshop included conceptual instruction, demonstrations, hands on activities, reflection, and mentoring. Data were collected through semi-structured interviews, observations, photographs, and field notes and analyzed descriptively and thematically. The findings indicate that teachers responded positively and perceived the workshop as enjoyable, meaningful, and beneficial for developing their knowledge and pedagogical insights. Teachers were able to identify geometric concepts embedded in Banten Batik motifs, including squares, rectangles, triangles, circles, symmetry, and patterns. Mangrove leaf ink was perceived as having potential to connect mathematics learning with cultural heritage and the natural environment. The workshop also encouraged teachers to consider its implementation in classroom instruction. Further research should systematically examine changes in teacher competence and classroom practice.

Developing Van Hiele-Based Project Learning Tools through Plastic Waste Paving Block Design on Similarity Materials

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This study aimed to develop Project Based Learning (PjBL) instructional tools through plastic-waste paving block design based on Van Hiele theory that are valid and practical for learning similarity topics. The study employed a Research and Development (R&D) approach using the 4D model developed by Thiagarajan, consisting of the define, design, develop, and disseminate stages. The participants were seventh-grade students of SMP Science Quran Al Irsyad Al Islamiyyah Jember in the 2025/2026 academic year, consisting of an experimental class and a control class. Data were collected using validation sheets, observation sheets, student response questionnaires, and readability instruments. The results indicated that the developed instructional tools met the validity criteria, with validity scores of 3.76 for the teaching module, 3.67 for the student worksheet, and 3.72 for the user guide. The practicality criteria were also achieved, as indicated by a learning implementation score of 3.5 (high category), student activity of 90% (very good category), and student responses of 92% (very positive category). These findings indicate that Project Based Learning instructional tools integrating Van Hiele theory and plastic waste paving block design are valid and practical for supporting geometry learning on similarity topics through authentic project activities involving plastic-waste paving block design.