Introduction. Mathematics education is crucial in developing critical thinking skills for solving complex problems in various fields. However, the main obstacle to its implementation is the lack of understanding and training of teachers regarding relevant learning approaches using technology and integrating ethnomathematics elements. As a way to overcome this, TPACK is an important guide for teachers in effectively integrating technology into teaching practices as it can significantly support the development of mathematics learning models that combine culture with technology. There is a significant gap in the literature regarding mathematics learning models that effectively integrate local culture and technology, especially in the Mandailing cultural context. By developing a learning model that combines Mandailing culture and TPACK, educators are able to design a more interesting and effective learning environment. This study aims to develop a realistic mathematics learning model based on Mandailing culture assisted by TPACK media in developing students’ critical thinking skills in mathematics subjects.
Participants and research methods. The subjects of the field trial activity involved 24 students and 2 teachers. There were 5 validators who gave assessments of the improvements to the products developed. The development model used was the Plomp model which included the stages of initial investigation, design, realization/construction, trial stage, evaluation and revision, and implementation. The instruments used comprised validation sheets, response questionnaires, and tests. Furthermore, data analysis involved qualitative and quantitative data analysis. Qualitative analysis was carried out with the steps of data reduction, data presentation, and drawing conclusions from the qualitative data. Meanwhile, quantitative data analysis involved descriptive and inferential statistical analyses. Descriptive analysis was carried out to describe the level of validity, practicality, and effectiveness of the products developed, while inferential statistical analysis with paired t-test statistical analysis was used to analyzed the level of effectiveness of improving students’ critical thinking skills based on the Average Normalized N-Gain value.
Results. The development of a realistic mathematics learning model based on Mandailing culture assisted by TPACK had met the criteria of valid, practical, and effective. The product had an average valid assessment of 89.55 by 5 validators. Student responses to the application of the learning model was in the practical category with a percentage of responses from students 92.32 and from teachers 88.3. The effectiveness of the application of the learning model was reviewed based on the average achievement of students’ critical thinking skills in mathematics in the pretest of 66.4 and the posttest of 81.7. The data obtained significance of (2-tailed) 0.00 < 0.05 and t-count> t-table (41.62> 2.064) provided a conclusion that there was a significant difference in the average between the pretest and posttest results with increase in critical thinking skills by 0.45 in the moderate category.
Conclusion. Learning activities using the developed model made students think more critically, thus creating a more meaningful and relevant learning experience that was in accordance with the research objectives. These objectives were developing a realistic mathematics learning model product based on Mandailing culture assisted by TPACK media that met the criteria of valid, practical, and effective in developing students’ critical thinking skills in mathematics learning.
Keywords: critical thinking, ethnomathematics, Mandailing culture, realistic mathematics, TPACK
For Reference: Ahmad, M., Pricilia, G. M., & Elindra, R. (2025). Realistic mathematics learning model based on Mandailing culture assisted by TPACK: model development study to develop critical thinking skills. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (3), 282–296. https://doi.org/10.32744/pse.2025.3.18
Information about the authors:
Marzuki Ahmad (Padangsidimpuan, Indonesia) — Lecturer in Mathematics Education Study Program. Institut Pendidikan Tapanuli Selatan. E-mail: marzukia686@gmail.com
Gabby Maureen Pricilia (Padangsidimpuan, Indonesia) — Lecturer in English Education Study Program. Institut Pendidikan Tapanuli Selatan. E-mail: maureenaisyah20@gmail.com
Rahmatika Elindra (Padangsidimpuan, Indonesia) — Lecturer in Mathematics Education Study Program. Institut Pendidikan Tapanuli Selatan. E-mail: tika24elindra@gmail.com
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