Yulyanti Harisman, Armiati, Suherman, Hafizatunnisa, Aqilul Asra, Mazlini Adnan, Yoppy Wahyu Purnomo
The PIL model was chosen because it offers the potential to encourage student engagement in constructing Knowledge through investigation and real-world project completion. The real-world projects were embodied in traditional games from Minangkabau and Malay cultures. Sipak rago was chosen as a traditional Minangkabau (Indonesia) game to explore the concept of the surface area of a sphere. Meanwhile, the lari and beku game from the Malay (Malaysia) tradition provided a context for students to understand the relationships between complementary, supplementary, and reflex angles. This study aims to design learning tools using the Project-based Inquiry Learning (PIL) model integrated with STEM and ethnomathematics. A validation study was chosen as it is the appropriate method for this research. The subjects of the study were nine students selected from three different schools in Padang city. The data were collected using interview guidelines, journals, and observation sheets. Data analysis was conducted by transcribing the interviews, reducing the data, presenting it, and drawing conclusions. The results of the study show that regardless of whether the culture used matches the students’ own culture, they are still able to solve the given mathematical problems. The implication of this research highlights the potential of STEM-based PIL integrated with ethnomathematics as an innovative approach that can be adopted into the national curriculum to enhance students’ STEM literacy and cultural identity. © 2025; Los autores.
Universitas Negeri Padang, Mathematics Department, Padang, Indonesia; Universiti Pendidikan Sultan Idris, Mathematics Department, Perak, Malaysia; Universitas Negeri Yogyakarta, Elementary School Department, Yogyakarta, Indonesia
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