Teachers' perceptions of ethnomathematics learning in the independent curriculum program in Indonesia

Abstract

This research aims to determine mathematics teachers’ perceptions of ethnomathematics learning in the independent curriculum program for the 2022/2023 academic year using a qualitative descriptive method. The results of the study were strengthened by quantitative methods to determine the relationship between the variables and the problems that influenced the study. The research sample comprised 60 mathematics teachers in Kudus Regency, Indonesia. The research instrument had a Cronbach’s alpha coefficient value of 0.826 through the expert judgment method, indicating its reliability. The results showed that the mathematics teachers’ perceptions of ethnomathematics learning in the independent curriculum program varied. One teacher (1.67%) saw it as very good, 25 teachers (41.67%) saw it as good, 27 teachers (45%) saw it as adequate, and seven teachers (11.67%) saw it as fair. The conclusion is that mathematics teachers in Kudus Regency, Central Java, have moderate perceptions of ethnomathematics learning in the independent curriculum program implemented in the 2022/2023 academic year. This research has benefits for teachers and school policies related to training, empowerment, and the development of independent curriculum ethnomathematics learning to obtain quality outcomes.