SUMEREP: A BANYUMASAN CULTURE-BASED ETHNOMATHEMATICS GAME TO ENHANCE JUNIOR HIGH SCHOOL STUDENTS’ MATHEMATICAL LITERACY

Abstract

Low mathematical literacy among Indonesian students, as reflected in the 2022 PISA results, highlights the need for learning approaches that are more contextual, interactive, and closely connected to students’ cultural experiences. Prior research shows that digital educational games can improve mathematics learning, but most target generic learning outcomes rather than mathematical literacy specifically, while existing ethnomathematics-based media rarely incorporate digital game mechanics; no previous study has embedded Banyumasan cultural content into an educational game designed specifically to strengthen mathematical literacy. This study addresses that gap by examining the effectiveness of SUMEREP (Sinau Matematika Bareng IPA), a Banyumasan culture-based educational game that embeds ethnomathematical content — such as the begalan tradition, kenthongan, batik motifs, and local cuisine — directly into its game mechanics and problem contexts. Using a mixed-methods, exploratory-sequential design, the study began with a qualitative exploration through observation and interviews, followed by a quantitative quasi-experiment using a one-group pretest-posttest design. It was conducted with 113 grade VIII students from four junior high schools in Banyumas Regency during the odd semester of 2025/2026, using a mathematical literacy test validated through expert judgment (content validity 95.31–96.09%, “very valid”). A paired-samples t-test showed a significant increase in mathematical literacy scores from pretest (M = 36.28, SD = 12.72) to posttest (M = 78.34, SD = 6.78), t(112) = 34.22, p < .001, dz = 3.22, with an average N-Gain of 0.65 (moderate category; 58% of students in the “effective” category). Qualitative findings indicated that students’ engagement and motivation increased when culturally familiar contexts were embedded in the game, and teachers reported that Banyumasan references helped make abstract mathematical concepts more relatable. Because the design did not include a control group, these findings indicate that SUMEREP has the potential to improve students’ mathematical literacy rather than establishing definitive causal effectiveness. This study contributes to mathematics education, ethnomathematics, and game-based learning by offering a concrete model for embedding local cultural knowledge into digital game mechanics as a strategy for strengthening mathematical literacy.