Integrating Marapu Indigenous Philosophy and Digital Innovation into the Mathematics Curriculum for Junior High Schools in Southwest Sumba

Abstract

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.