The impact of mobile ethnomathematics learning based on Sundanese culture on creative thinking and intelligence

Abstract

This study examines the impact of mobile ethnomathematics learning based on Sundanese culture on the creative thinking and intelligence of elementary school teacher education students. The research involved 123 students and employed a quasi-experimental design with a post-test non-equivalent control group. Four methods of mobile ethnomathematics learning were implemented: open (30 students), guided (32 students), structured (31 students), and expository (30 students). Data were collected using mathematical comprehension tests and non-test questionnaires and analyzed for normality, homogeneity, and mean differences using the Rasch model. The results demonstrate that mobile ethnomathematics learning significantly enhances students' creative thinking and intelligence, with the guided method proving to be the most effective. This approach not only enriches mathematics learning by integrating cultural elements but also fosters engagement and preserves traditional Sundanese cultural values. These findings highlight the potential of culturally integrated mobile learning as a transformative tool in mathematics education.