Deciphering Masalili Weaving: An Ethnomathematical Approach to Enhance Mathematical Literacy in Southeast Sulawesi

Vollständiger Abstract

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The stagnation of mathematical literacy among students in regional Indonesia necessitates culturally resonant pedagogical interventions. This study examines the efficacy of integrating Masalili weaving, a traditional textile from Southeast Sulawesi, into the geometry curriculum to enhance mathematical literacy and student interest. Using a quasi-experimental design with a non-equivalent control group, 256 sixth-grade students were recruited. The experimental group received instruction via an ethnomathematics-based module, while the control group followed the conventional curriculum. Multivariate Analysis of Variance (MANOVA) revealed a significant multivariate effect for the instructional method p < .001, with a large effect size observed for both cognitive and affective outcomes. Follow-up univariate tests confirmed that students in the experimental group achieved substantially higher levels of mathematical literacy and demonstrated greater learning interest compared to the control group. Furthermore, no significant interaction was found between the instructional method and gender, indicating the inclusive nature of the intervention. These findings suggest that Masalili weaving serves as a vital “cognitive bridge” that facilitates the transition from indigenous knowledge to formal geometric reasoning, providing a scalable model for culturally responsive pedagogy in regional settings.