Ethnomathematics-Based Project-Based Learning with GeoGebra Application Support to Optimize Students’ Mathematical Creativity

Abstract

This study addresses the continued reliance on conventional mathematics instruction in elementary schools, which has proven inadequate in fostering students’ creativity. It emphasizes the need for innovative pedagogies that incorporate local cultural elements and digital tools to create meaningful learning experiences. The study aims to: (1) assess the effects of ethnomathematics-based Project-Based Learning (PjBL) supported by GeoGebra on students’ mathematical creativity; (2) examine the interaction between ethnomathematics-based PjBL and Problem-Based Learning (PBL) in enhancing creativity; (3) compare creativity outcomes among students with high ethnomathematics understanding across both models; and (4) analyze differences among students with low ethnomathematics understanding. Using a quasi-experimental 2 × 2 treatment by level design, the study was conducted in an elementary school in Bima Regency, Indonesia, involving 80 students from a population of 101. The findings indicate that both PjBL and PBL supported by GeoGebra significantly improved mathematical creativity. Furthermore, an interaction between the instructional models and ethnomathematics understanding was found to influence creativity positively. Notably, students with high and low levels of Ethnomathematics understanding exhibited greater creativity when taught through ethnomathematics-based PjBL compared to PBL. The study advocates for integrating local cultural contexts and digital technologies into instructional models to enhance mathematical creativity among elementary school students.