ABSTRACT

Purpose: This study aimed to see the influence of the integration of ethno mathematics with the framework of TPACK (Technologıcal, Pedagogıcal, Art, Content, And Knowledge) as a problem-based learning model, in junior high school to teach social arithmetic. Methodology: This study used a mixed method, quasi-experimental research design with two experimental groups. The data constituted the students’ posttest outcomes and the results of observation of its implementation by teachers in classroom. A sample of 128 students from 4 classes at junior high school at Jambi city was identified through a simple random sampling technique. Findings: Findings concluded that ethno-mathematical learning with TPACK intervention assisted by PBL models can be more effective than a simple ethno-mathematical learning model. The students who went through this experiment scored higher grades and achieved better learning outcomes. The teachers found it more holistic and supported the achievement of learning objectives. Implications to Research and Practice: Implications for students includes making learning less rigid because students can easily observe or imagine what is explained by the teacher; it increased their thinking and problemsolving skills. Teachers can make effective use of cultural values in maximizing students’ learning potential and improve their own ability to manage the classes more effectively.