DEVELOPMENT OF MADURA’S KERRABHAN SAPE ETHNOMATHEMATICS E-MODULE FOR TEACHING SPEED, DISTANCE, TIME TO FIFTH GRADERS

Sri Indriati Hasanah; Rohmah Indahwati; Agus Budiharto; Fetty Nuritasari; Bambang Kurnadi; Fatimah Azzahra; Syamsiyatul Maghfiroh; Lasamin Lamanday

doi:10.37478/jupika.v9i2.8719

Authors

Sri Indriati Hasanah Mathematics Education Study Program, Madura University, Pamekasan, East Java, Indonesia https://orcid.org/0000-0001-9430-0044
Rohmah Indahwati Mathematics Education Study Program, Madura University, Pamekasan, East Java, Indonesia https://orcid.org/0009-0006-6213-6968
Agus Budiharto Animal Husbandry Study Program, Madura University, Pamekasan, East Java, Indonesia
Fetty Nuritasari Mathematics Education Study Program, Madura University, Pamekasan, East Java, Indonesia
Bambang Kurnadi Animal Husbandry Study Program, Madura University, Pamekasan, East Java, Indonesia https://orcid.org/0000-0002-0809-123X
Fatimah Azzahra Mathematics Education Study Program, Madura University, Pamekasan, East Java, Indonesia
Syamsiyatul Maghfiroh Mathematics Education Study Program, Madura University, Pamekasan, East Java, Indonesia https://orcid.org/0009-0009-1539-5002
Lasamin Lamanday Tourism Study Program, Soromandi Bima College of Tourism, West Nusa Tenggara, Indonesia https://orcid.org/0009-0003-5814-5229

DOI:

https://doi.org/10.37478/jupika.v9i2.8719

Abstract

Ethnomathematics studies of Madura’s kerrabhan sape (traditional bull racing) have primarily explored geometric concepts and numerical operations, with limited attention to integrating race distance and travel time into mathematics instruction. This study aimed to develop a valid and practical ethnomathematics e-module for teaching speed, distance, and time to fifth-grade elementary school students. The study employed Plomp’s educational design research model, comprising preliminary research, development or prototyping, and assessment. Media, content, and cultural experts evaluated the module’s validity. Practicality was assessed through questionnaires completed by 21 fifth-grade students at SDN Sumedangan 3 Pademawu and their classroom teacher during a limited trial. Data were collected using validation forms and response questionnaires and analysed through qualitative and quantitative descriptive methods. The results indicated validity scores of 92% for media, 91% for content, and 90% for cultural aspects, all classified as highly valid. Student and teacher responses yielded practicality scores of 88% and 90%, respectively, indicating high practicality. The e-module was engaging, user-friendly, and connected mathematical concepts with Madura’s cultural heritage. Its novelty lies in integrating race-distance and travel-time measurements from kerrabhan sape into mathematics learning. However, its effectiveness in improving students’ mathematical conceptual understanding remains untested and requires further investigation.

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Keywords:

E-Module, Elementary School, Ethnomathematics, Kerrabhan Sape, Speed, Distance, and Time

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