Developing a geogebra-based ethno-didactical module on Prambanan temple geometry to foster mathematical mindset

Valina Ayu Nurhikmah  Danti; Abdul Aziz  Saefudin; Koryna  Aviory; Ch. Eva  Nuryani

doi:10.29407/jmen.v12i1.28854

Authors

Valina Ayu Nurhikmah Danti Universitas PGRI Yogyakarta
Abdul Aziz Saefudin Universitas PGRI Yogyakarta
Koryna Aviory Universitas PGRI Yogyakarta
Ch. Eva Nuryani Universitas PGRI Yogyakarta

DOI:

https://doi.org/10.29407/jmen.v12i1.28854

Keywords:

ethno-didactical situation, GeoGebra , mathematical mindset, Prambanan Temple, geometry learning

Abstract

This study aimed to develop a GeoGebra-assisted teaching module based on an ethno-didactical situation using the context of Prambanan Temple to foster students’ mathematical mindset in geometry learning. The study employed a research and development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed module integrated the cultural context of Prambanan Temple, particularly the batur structure, with GeoGebra-based activities to support students’ exploration of the surface area of a rectangular prism. Data were collected through expert validation sheets, student response questionnaires, and mathematical mindset questionnaires. The findings showed that the developed module was valid, practical, and effective for use in learning. The activities in the module helped students face mathematical challenges, try different strategies, revise their constructions, and validate their ideas through GeoGebra. The module also encouraged students to view mistakes as part of the learning process. These findings indicate that culturally grounded digital geometry tasks have the potential to support the development of students’ mathematical mindset

Abstract views: 70 , PDF downloads: 23

Author Biographies

Valina Ayu Nurhikmah Danti, Universitas PGRI Yogyakarta

Undergraduate student in the Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas PGRI Yogyakarta, Indonesia. Her academic interests include mathematics education, ethnomathematics, educational technology, mathematical creativity, and innovative learning design. She has been involved in research projects focusing on culturally responsive mathematics learning and the integration of digital technologies to support students’ mathematical development
Abdul Aziz Saefudin, Universitas PGRI Yogyakarta

Lecturer in the Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas PGRI Yogyakarta, Indonesia. He earned his doctoral degree in Mathematics Education and actively conducts research in mathematics education, mathematical mindset, mathematical creativity, ethnomathematics, educational technology, design research, inclusive education, STEM/STEAM education, and curriculum development. His work has been published in national and international journals, with a particular focus on developing innovative learning environments that foster students’ mathematical thinking, resilience, mindset, and creativity
Koryna Aviory, Universitas PGRI Yogyakarta

Lecturer in the Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas PGRI Yogyakarta, Indonesia. Her research interests include mathematics learning, educational assessment, and technology-enhanced learning. She has participated in various research and community engagement projects related to improving the quality of mathematics teaching and learning in schools.
Ch. Eva Nuryani, Universitas PGRI Yogyakarta

Lecturer in the Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas PGRI Yogyakarta, Indonesia. Her area of expertise is educational statistics and quantitative research methodology. Her research focuses on educational measurement, statistical analysis in educational research, psychometrics, and data-driven decision-making in teaching and learning. She has contributed to various research projects involving educational assessment and statistical applications in education, supporting evidence-based practices in educational settings

References

Aiken, L. R. (1985). Three Coefficients for Analyzing the Reliability and Validity of Ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012

Artigue, M., Haspekian, M., & Corblin-Lenfant, A. (2014). Introduction to the Theory of Didactical Situations (TDS. In A. Bikner-Ahsbahs & S. Prediger (Eds.), Networking of theories as a research practice in mathematics education (pp. 47–65). Springer. https://doi.org/10.1007/978-3-319-05389-9_4

Boaler, J., & Aler, J. (2016). Mathematical mindsets : unleashing students' potential through creative math, inspiring messages, and innovative teaching. Jossey-Bass.

Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer. https://doi.org/10.1007/978-0-387-09506-6

Brousseau, G. (2002a). Theory of Didactical Situations in Mathematics. Kluwer Academic Publisher.

Brousseau, G. (2002b). Theory of didactical situations in mathematics: Didactique des mathématiques, 1970-1990. Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47211-2

Bui, P., Pongsakdi, N., McMullen, J., Lehtinen, E., & Hannula-Sormunen, M. M. (2023). A systematic review of mindset interventions in mathematics classrooms: What works and what does not? Educational Research Review, 40. https://doi.org/10.1016/j.edurev.2023.100554

D'Ambrosio, U., & Rosa, M. (2017). Ethnomathematics and its pedagogical action in mathematics education. In M. Rosa, L. Shirley, M. E. Gavarrete, & W. V. Alangui (Eds.), Ethnomathematics and its diverse approaches for mathematics education (pp. 285–305). Springer. https://doi.org/10.1007/978-3-319-59220-6_12

DiNapoli, J., & Miller, E. K. (2022). Recognizing, supporting, and improving student perseverance in mathematical problem-solving: The role of conceptual thinking scaffolds. The Journal of Mathematical Behavior, 66, 100965. https://doi.org/10.1016/j.jmathb.2022.100965

Endaristi, A. A., Sutama, N., A, A., M, S., & Desmayanasari, D. (2023). Ethnomathematics of Prambanan Temple on geometric material. AIP Conference Proceedings, 2727(ue 1)). https://doi.org/10.1063/5.0141460

Gökçe, S., & Güner, P. (2022). Dynamics of GeoGebra ecosystem in mathematics education. Education and Information Technologies, 27(4), 5301–5323. https://doi.org/10.1007/s10639-021-10836-1

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Jones, K., & Tzekaki, M. (2016). Research on the teaching and learning of geometry. In Á. Gutiérrez, G. C. Leder, & P. Boero (Eds.), The second handbook of research on the psychology of mathematics education (pp. 109–149). Sense Publishers. https://doi.org/10.1007/978-94-6300-561-6_4

Kusuma, A. B., Hanum, F., Abadi, A. M., & Ahmad, A. (2024). Exploration of ethnomathematics research in Indonesia 2010-2023. Infinity Journal, 13(2), 393–412. https://doi.org/10.22460/infinity.v13i2.p393-412

Lidinillah, D. A. M., Rahman, W., & Aryanto, S. (2022). Integrating Sundanese ethnomathematics into mathematics curriculum and teaching: A systematic review from 2013 to 2020. Infinity Journal, 11(1), 33–54.

Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34–36. https://doi.org/10.1002/pfi.4930420508

Na, H., & Sung, H. (2025). Learn math through motion: a technology-enhanced embodied approach with augmented reality for geometry learning in K-12 classrooms. Interactive Learning Environments, 1–14. https://doi.org/10.1080/10494820.2025.2450663

Plomp, T., & Nieveen, N. (2013). Educational design research: Part A: An introduction. SLO.

Prahmana, R. C. I., & D'Ambrosio, U. (2020). LEARNING GEOMETRY AND VALUES FROM PATTERNS: ETHNOMATHEMATICS ON THE BATIK PATTERNS OF YOGYAKARTA, INDONESIA. Journal on Mathematics Education. https://api.semanticscholar.org/CorpusID:230674718

Rosa, M., & Orey, D. C. (2016). State of the art in ethnomathematics. In M. Rosa, U. D'Ambrosio, D. C. Orey, L. Shirley, W. V. Alangui, P. Palhares, & M. E. Gavarrete (Eds.), Current and future perspectives of ethnomathematics as a program (pp. 11–37). Springer. https://doi.org/10.1007/978-3-319-30120-4_3

Saefudin, A. A., Komalasari, M. D., Hardyanto, R. H., Astuti, E. P., Pramitasari, D. P., & Diniyah, D. A. (2025). A symbolic-philosophical kawung batik-based mathematical mindset intervention in STEAM education: A conceptual design. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah Di Bidang Pendidikan Matematika, 11(2), 372–387. https://doi.org/10.29407/jmen.v11i2.27638

Saefudin, A. A., Wijaya, A., & Dwiningrum, S. I. A. (2023a). Hypothetical Learning Trajectory Based on Theory of Didactical Situation: An Initial Learning Trajectory. Proceedings of the 2nd UPY International Conference on Education and Social Science (UPINCESS 2023, 812(13), 169.

Saefudin, A. A., Wijaya, A., & Dwiningrum, S. I. A. (2023b). Mapping research trends in mathematical creativity in mathematical instructional practices: A bibliometric analysis. Journal of Pedagogical Research, 7(4), 439–458. https://doi.org/10.33902/JPR.202322691

Saefudin, A. A., Wijaya, A., Dwiningrum, S. I. A., & Yoga, D. (2023). The characteristics of the mathematical mindset of junior high school students. Eurasia Journal of Mathematics, Science and Technology Education, 19(1), 2208. https://doi.org/10.29333/ejmste/12770

Shoshani, A. (2021). Growth mindset in the maths classroom: a key to teachers' well-being and effectiveness. Teachers and Teaching: Theory and Practice, 27(8), 730–752. https://doi.org/10.1080/13540602.2021.2007370

Sudirman, R.-N., A, C., & Bonyah, E. (2024). Integrating ethnomathematics and ethnomodeling in Institutionalization of school mathematics concepts: A study of fishermen community activities. Journal on Mathematics Education. https://api.semanticscholar.org/CorpusID:272982860

Sunzuma, G., & Umbara, U. (2025). Ethnomathematics-based technology in Indonesia: A systematic review. Asian Journal for Mathematics Education, 4(1), 129–153. https://doi.org/10.1177/27527263241305812

Tzoumpa, D., Seralidou, E., Alougdelis, A., Douligeris, C., Tzoumpa, D., Seralidou, E., Alougdelis, A., & Douligeris, C. (2025). The Pythagorean Academy Application-Design, Development, Implementation, and Evaluation of a Mobile Game for the Junior High School Geometry. Computer Applications in Engineering Education, 33(6). https://doi.org/10.1002/cae.70093

Weigand, H. G., Hollebrands, K., & Maschietto, M. (2025). Geometry education at secondary level: A systematic literature review. ZDM-Mathematics Education, 57, 829–843. https://doi.org/10.1007/s11858-025-01703-1

Yahya, A. H., & Hershkowitz, R. (2024). Interference of prototypical geometry representations in students' construction of concepts and development of proofs. Mathematical Thinking and Learning. https://doi.org/10.1080/10986065.2024.2386619

Yohannes, A., & Chen, H. L. (2023). GeoGebra in mathematics education: a systematic review of journal articles published from 2010 to 2020. Interactive Learning Environments, 31(9), 5682–5697. https://doi.org/10.1080/10494820.2021.2016861