RECONCEPTUALIZING ETHNOMATHEMATICS-BASED ASSESSMENT: TEACHERS’ BELIEFS AND IMPLICATIONS FOR MATHEMATICS EDUCATION

Dewi Purnama Sari, Jailani Jailani, Sri Andayani

Abstract


Objective – This study aims to examine in depth how teachers’ beliefs influence the conceptualization and practice of ethnomathematics-based assessment in mathematics education.

Methodology – This study employs a descriptive qualitative approach, involving 10 junior high school mathematics teachers in Deli Serdang. Data collection was conducted through semi-structured interviews, and data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing.

Findings – The results indicate that ethnomathematics-based assessment is understood not merely as a technical innovation in evaluation but as a pedagogical and epistemological process that connects mathematics, culture, and students' learning experiences. Teachers view mathematics as a universal science that can be interpreted within local cultural contexts; consequently, assessments aligned with students' socio-cultural realities are deemed more meaningful. This study also found that ethnomathematics-based assessment is a process of cultural mathematization that involves identifying cultural practices, transforming mathematical concepts, and translating them into contextual assessment activities. Furthermore, teachers' beliefs play a crucial role in the implementation of assessment, although a gap persists between teachers' positive beliefs and classroom assessment practices due to limited systemic support.

Contribution – This study elucidates the process of cultural mathematization in assessment design and identifies the gap between beliefs and practices as a basis for developing more contextually relevant training and educational policies

Keywords


Assessment, Ethnomathematics, Teacher Beliefs, Mathematics

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References


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DOI: https://doi.org/10.36987/jes.v13i3.9268

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