Evaluation of Pedagogical Quality in Ethnomathematics Learning Practices

Abstract The purpose of this study was to analyze and evaluate ethnomathematics-based mathematics learning (EBL) practices implemented by postgraduate students. This study specifically focused on analyzing student assignment documents (such as student worksheets, teaching modules, and lesson plans) and video recordings of their teaching practices, to understand the quality of EBL implementation and potential challenges. This activity was part of the Ethnomathematics course, where students were tasked with designing and implementing local culture-based learning as a context for mathematics learning. Data were collected from an ethnomathematics understanding questionnaire and student projects in the form of: identification of local cultural artifacts, teaching modules, LKPD, and videos of learning practices. All were analyzed using a rubric-based assessment instrument that covered aspects of ethnomathematics topic suitability, idea construction, local culture integration, delivery quality, and mathematical visualization. The results of the analysis showed that most students were able to construct culturally-based mathematical concepts creatively and relevantly, although there were variations in the depth of understanding and pedagogical quality. These findings suggest that the ethnomathematics video project not only enhanced students' understanding of the relationship between culture and mathematics, but also contributed to the development of their professional knowledge in designing contextual and meaningful learning.