Guided Discovery–Based Ethnomathematics Worksheet Development to Enhance Conceptual Understanding of Circle Geometry in Junior Secondary Learners
DOI:
https://doi.org/10.64780/jole.v1i2.64Keywords:
Circle Geometry, Ethnomathematics, Guided Discovery, Instructional Worksheet, Learning DevelopmentAbstract
Background: Learning mathematics at the junior secondary level often fails to provide students with opportunities to develop deep conceptual understanding, particularly in geometry topics such as circles. This challenge becomes more pronounced when classroom instruction is not connected to cultural contexts familiar to students, causing mathematical ideas to appear abstract and detached from real-life experiences.
Aims: This study aims to develop a guided discovery–based student worksheet incorporating Ngada ethnomathematical elements and to examine its validity and practicality as an instructional tool for improving students’ conceptual understanding of circle geometry in Grade VIII.
Method: The research employed the ADDIE development model, consisting of need analysis, product design, development, limited implementation, and evaluation. Validation procedures involved expert review by a material specialist, a design expert, and feedback from teachers and students. Data were gathered using validation sheets and response questionnaires, then analyzed through descriptive quantitative and qualitative approaches to determine the feasibility of the product.
Result: The validation results revealed an average validity score of 4.18, categorized as good, while the practicality score reached 4.65, categorized as very good. These findings indicate that the developed worksheet is easy to understand, relevant to instructional needs, and effective in helping students construct circle-related concepts through guided discovery activities.
Conclusion: The results confirm that the guided discovery–based worksheet grounded in Ngada ethnomathematics is a valid and highly practical learning resource for teaching circle geometry. This approach not only strengthens students’ conceptual comprehension but also connects classroom instruction with local cultural contexts, fostering greater engagement and motivation. The worksheet enhances teacher–student interaction, supports meaningful learning, and promotes stronger mastery of competencies. The development model used in this study is recommended for application and further testing in other mathematics topics to broaden its pedagogical impact.
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