Articles Vol. 8 No. 2 (2026)
Published: 2026-08-31 Validity of E-module for Mathematics Learning within the Ammatoa Cultural Context that Enhances Students' Creative Thinking Skills
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Abstract
This study aims to analyze the validity of e-modules for mathematics learning in the Ammatoa cultural context, to support students' creative thinking skills in the subject matter of flat-sided cubes and blocks. The research method applied is research and development (R&D) using the Plomp development model, which consists of three phases: the preliminary research, the prototyping phase, and the assessment phase. However, the assessment phase in the form of a trial has not been carried out because this study is limited to the prototype phase, which focuses on testing the validity of the content and media of the developed e-module. The data analysis method involved qualitative and quantitative descriptive analysis, where qualitative descriptive analysis was used to process reviews from content and media experts to revise the developed product, while quantitative analysis was used to process data obtained through expert validation sheets. The validity of the use of Aiken's V scale was evaluated. The results of this study indicate that the mathematics learning e-module contextualized in Ammatoa culture is categorized as valid, with an average content validity score of 0,731, while the media/design validity score is 0,733, requiring minor revisions, and is deemed suitable for use. This electronic module is presented through a flipbook platform, allowing students to access it easily anytime and anywhere, either independently or in groups, which supports the development of students' creative thinking skills.
Keywords
E-moduleMathematics learningAmmatoa cultural contextCulture-based learningCreative thinking skills
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References
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Alyusfitri, R., Gistituati, N., & Fauzan, A. (2024). The effectiveness and relationship of student responses toward learning outcomes using interactive multimedia-based e-modules in elementary schools. International Electronic Journal of Elementary Education, 16(5), 573–584. https://doi.org/10.26822/iejee.2024.354
Amini, M., Zen, Z., & Hidayati, A. (2025). Development of E-Modules Based on Problem-Based Learning to Increase the Creativity of Grade 2 Elementary School Students in Mathematics Subjects. Jurnal Penelitian Pendidikan IPA, 11(10), 179–188. https://doi.org/https://doi.org/10.29303/jppipa.v11i10.11821
Baharullah, & Satriani, S. (2023). Development of A’Bulo Sibatang culture based mathematics learning model. AIP Conference Proceedings, 2510(1), 070004. https://doi.org/10.1063/5.0129671
Boaler, J. (2022). Mathematical mindsets: Unleashing students’ potential through creative mathematics, inspiring messages and innovative teaching. John Wiley & Sons.
Cesaria, A., Adnan, M., Kemal, E., Rismen, S., Ramadoni, R., & Delyana, H. (2025). Exploring concepts of ethno-mathematics to introduce the local culture and its values for higher education students. Al-Jabar?: Jurnal Pendidikan Matematika, 16(1), 315–335. https://doi.org/10.24042/ajpm.v16i1.26490
Chang, C.-C., & Johnson, T. (2021). Integrating heuristics and think-aloud approach to evaluate the usability of game-based learning material. Journal of Computers in Education, 8(1), 137–157. https://doi.org/https://doi.org/10.1007/s40692-020-00174-5
Chaudhary, P. R., Panthi, D., & Bhatta, C. R. (2023). Ethnomathematics: Geometry and architecture of the tharu’s traditional houses at Chakhoura museum. Journal of Mathematical Problems, Equations and Statistics, 4(2), 09–13. https://doi.org/10.22271/math.2023.v4.i2a.96
Coppens, A. D., & Kelley, R. (2025). Building from sociocultural learning theory to culturally responsive assessment. In Culturally Responsive Assessment in Classrooms and Large-Scale Contexts (pp. 17–33). Routledge.
D’Ambrosio, U. (2020). Ethnomathematics: past and future. Revemop, 2. https://doi.org/https://doi.org/0000-0001-8371-9923
D’Ambrosio, U. (2024). NONKILLING MATHEMATICS? The Ethics of Mathematics in the Final Analysis. Philosophy of Mathematics Education Journal, 41.
De Vink, I. C., Willemsen, R. H., Lazonder, A. W., & Kroesbergen, E. H. (2022). Creativity in mathematics performance: The role of divergent and convergent thinking. British Journal of Educational Psychology, 92(2), 484–501. https://doi.org/https://doi.org/10.1111/bjep.12459
Del?ta, F., Berutu, N., & Nofr?on, N. (2022). Online learning: The effects of using e-modules on self-efficacy, motivation and learning outcomes. Turkish Online Journal of Distance Education, 23(4), 93–107. https://doi.org/https://doi.org/10.17718/tojde.1182760
Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking Skills and Creativity, 47, 101229. https://doi.org/https://doi.org/10.1016/j.tsc.2022.101229
Fadieny, N., & Fauzi, A. (2021). Usefulness of E-Module Based on Experiential Learning in Physics Learning. International Journal of Progressive Sciences and Technologies, 25(1), 410. https://doi.org/10.52155/ijpsat.v25.1.2783
Gashoot, M., Mohamed, T., Eves, B., & Reynolds, T. (2025). Analysis of threats to validity of the Competitive Product Development module: A case study. Art and Design Review, 13(4), 281–301. https://doi.org/http://dx.doi.org/10.4236/adr.2022.101002
Guerrero-Roldán, A.-E., & Noguera, I. (2018). A model for aligning assessment with competences and learning activities in online courses. The Internet and Higher Education, 38, 36–46. https://doi.org/https://doi.org/10.1016/j.iheduc.2018.04.005
Guner, N. (2020). Difficulties encountered by high school students in mathematics. International Journal of Educational Methodology, 6(4), 703–713. https://doi.org/https://doi.org/10.12973/ijem.6.4.703
Hidayah, N., & Jailani, J. (2025). Development of E-Module for Mathematics Learning for Junior High School Students Based on Local Culture at the Van der Wijck Fort Complex to Improve Students’ Mathematical Reasoning Ability and Learning Interest. International Journal of Science and Mathematics Education, 2(3), 15–28. https://doi.org/https://doi.org/10.62951/ijsme.v2i3.239
Howard, T. C. (2021). Culturally responsive pedagogy. Transforming Multicultural Education Policy and Practice: Expanding Educational Opportunity, 137–163.
Ibrayeva, L., Helmer, J., & CohenMiller, A. (2022). “Thinking outside the Yurt”: Kazakhstani upper secondary school teachers’ beliefs about the nature of creativity and creative students. Thinking Skills and Creativity, 46, 101176.
Kouser, S., & Majid, D. I. (2021). Technological tools for enhancing teaching and learning process. Kouser, S., Majid, I.(2021). Technological Tools for Enhancing Teaching and Learning Process. Towards Excellence, 13(1), 366–373.
Kumar, A., Mishra, A. K., Verma, A., Pandey, A. K., Perwez, A., Kumar, S., Sambyal, A., Sahu, D. A. kumar, & Singhal, P. V. (2024). E-Learning Model Based on Teaching and Learning Process. International Journal of Innovative Research in Advanced Engineering, 11(02), 93–101. https://doi.org/10.26562/ijirae.2024.v1102.06
Kurniati, R. D., Andra, D., & Distrik, I. W. (2021). E-module development based on PBL integrated STEM assisted by social media to improve critical thinking skill: A preliminary study. Journal of Physics: Conference Series, 1796(1), 12077.
Kurniawan, H., Darmono, P. B., Mursalin, M., Shang, Y., Weinhandl, R., & Sharm, R. (2022). Describe mathematical creative thinking skills and problem-solving strategies by prospective teacher students on non-routine problems. International Journal of Trends in Mathematics Education Research, 5(2), 119–124. https://doi.org/https://doi.org/10.33122/ijtmer.v5i2.140
Latif, N. S., & Talib, A. (2021). Development of ethnomathematics e-modules based on local wisdom to improve students’ cultural and civic literacy. International Conference on Educational Studies in Mathematics (ICoESM 2021), 112–120.
Mahendri, R. P., Amanda, M., Latifah, U., & Rawas, S. (2023). Development of interactive flipbook-based e-module for teaching algorithms and basic programming in higher education. Journal of Hypermedia & Technology-Enhanced Learning, 1(1), 1–17. https://doi.org/10.58536/j-hytel.v1i1.18
Mayer, R. E. (2024). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36(1), 8. https://doi.org/10.1007/s10648-023-09842-1
McCallops, K., Barnes, T. N., Berte, I., Fenniman, J., Jones, I., Navon, R., & Nelson, M. (2019). Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review. International Journal of Educational Research, 94, 11–28. https://doi.org/https://doi.org/10.1016/j.ijer.2019.02.007
Morrison, A., Morrison, A., Rigney, L.-I., Hattam, R., & Diplock, A. (2019). Toward an Australian culturally responsive pedagogy: A narrative review of the literature. University of South Australia Adelaide.
Nurhikmah, H., Hakim, A., & Wahid, M. S. (2021). Interactive e-module development in multimedia learning. Al-Ishlah: Jurnal Pendidikan, 13(3), 2293–2300. https://doi.org/https://doi.org/10.35445/alishlah.v13i3.863
Prahmana, R. C. I., & D’Ambrosio, U. (2020). Learning Geometry and Values From Patterns: Ethnomathematics On The Batik Patterns Of Yogyakarta, Indonesia. Journal on Mathematics Education, 11(3), 439–456. https://doi.org/10.22342/jme.11.3.12949.439-456
Purwoko, R. Y., Kusumaningrum, B., & Setiana, D. S. (2023). Developing E-Module Based on Etnomathematics to Improve Students’ Creative Thinking Skill. International Conference on Information Technology and Engineering (ICITE 2023), 44–48. https://doi.org/https://doi.org/10.2991/978-94-6463-338-2_7
Rochsun, R., & Agustin, R. D. (2020). The development of e-module mathematics based on contextual problems. European Journal of Education Studies, 7(10). https://doi.org/http://dx.doi.org/10.46827/ejes.v7i10.3317
Rosa, M., & Orey, D. C. (2021). Ethnomodelling as the translation of diverse cultural mathematical practices. In Handbook of the Mathematics of the Arts and Sciences (pp. 2607–2635). Springer. https://doi.org/https://doi.org/10007/978-3-319-57072-3_70
Rosa, M., & Orey, D. C. (2022). Emic, Etic, Dialogic, and Linguistic Perspectives on Ethnomodeling. In Handbook of Cognitive Mathematics (pp. 161–190). Springer International Publishing. https://doi.org/10.1007/978-3-031-03945-4_3
Sa’dijah, C., Anwar, L., Hidayah, I. R., Abdullah, A. H., & Cahyowati, E. T. D. (2024). Mathematics learning models based on local wisdom of Malang to support critical and creative thinking of secondary school students. AIP Conference Proceedings, 3235(1), 030025. https://doi.org/10.1063/5.0234944
Setiawani, S., Fatahillah, A., Oktavianingtyas, E., & Wardani, D. Y. (2019). The students’ creative thinking process in solving mathematics problem based on wallas’ stages. IOP Conference Series: Earth and Environmental Science, 243(1), 12052.
Sharma, T., & Orey, D. C. (2017). Meaningful Mathematics Through the Use of Cultural Artifacts. In Ethnomathematics and its diverse approaches for mathematics education (pp. 153–179). Springer. https://doi.org/10.1007/978-3-319-59220-6_7
Sirwan, Kamal, & Nurkhamid. (2021). Developing E-module based on mobile learning as a preparation media. Journal of Physics: Conference Series, 1833(1), 12049. https://doi.org/10.1088/1742-6596/1833/1/012049
Sitthiworachart, J., Joy, M., King, E., Sinclair, J., & Foss, J. (2022). Technology-supported active learning in a flexible teaching space. Education Sciences, 12(9), 634. https://doi.org/https://doi.org/10.3390/educsci12090634
Supriyadi, E., Turmudi, T., Dahlan, J. A., & Juandi, D. (2024). Development of Sundanese gamelan ethnomathematics e-module for junior high school mathematics learning. Malaysian Journal of Learning and Instruction (MJLI), 21(2), 147–186. https://doi.org/https://doi.org/10.32890/mjli2024.21.2.6
Supuwiningsih, N. N., Riadi, I., & Cahyaningrum, N. P. W. S. (2023). Development E-Modul Geographic Information System Based on Moodle. International Journal of Engineering Technologies and Management Research, 10(8). https://doi.org/10.29121/ijetmr.v10.i8.2023.1348
Twabu, K. (2025). Enhancing the cognitive load theory and multimedia learning framework with AI insight. Discover Education, 4(1), 160. https://doi.org/https://doi.org/10.1007/s44217-025-00592-6
Alyusfitri, R., Gistituati, N., & Fauzan, A. (2024). The effectiveness and relationship of student responses toward learning outcomes using interactive multimedia-based e-modules in elementary schools. International Electronic Journal of Elementary Education, 16(5), 573–584. https://doi.org/10.26822/iejee.2024.354
Amini, M., Zen, Z., & Hidayati, A. (2025). Development of E-Modules Based on Problem-Based Learning to Increase the Creativity of Grade 2 Elementary School Students in Mathematics Subjects. Jurnal Penelitian Pendidikan IPA, 11(10), 179–188. https://doi.org/https://doi.org/10.29303/jppipa.v11i10.11821
Baharullah, & Satriani, S. (2023). Development of A’Bulo Sibatang culture based mathematics learning model. AIP Conference Proceedings, 2510(1), 070004. https://doi.org/10.1063/5.0129671
Boaler, J. (2022). Mathematical mindsets: Unleashing students’ potential through creative mathematics, inspiring messages and innovative teaching. John Wiley & Sons.
Cesaria, A., Adnan, M., Kemal, E., Rismen, S., Ramadoni, R., & Delyana, H. (2025). Exploring concepts of ethno-mathematics to introduce the local culture and its values for higher education students. Al-Jabar?: Jurnal Pendidikan Matematika, 16(1), 315–335. https://doi.org/10.24042/ajpm.v16i1.26490
Chang, C.-C., & Johnson, T. (2021). Integrating heuristics and think-aloud approach to evaluate the usability of game-based learning material. Journal of Computers in Education, 8(1), 137–157. https://doi.org/https://doi.org/10.1007/s40692-020-00174-5
Chaudhary, P. R., Panthi, D., & Bhatta, C. R. (2023). Ethnomathematics: Geometry and architecture of the tharu’s traditional houses at Chakhoura museum. Journal of Mathematical Problems, Equations and Statistics, 4(2), 09–13. https://doi.org/10.22271/math.2023.v4.i2a.96
Coppens, A. D., & Kelley, R. (2025). Building from sociocultural learning theory to culturally responsive assessment. In Culturally Responsive Assessment in Classrooms and Large-Scale Contexts (pp. 17–33). Routledge.
D’Ambrosio, U. (2020). Ethnomathematics: past and future. Revemop, 2. https://doi.org/https://doi.org/0000-0001-8371-9923
D’Ambrosio, U. (2024). NONKILLING MATHEMATICS? The Ethics of Mathematics in the Final Analysis. Philosophy of Mathematics Education Journal, 41.
De Vink, I. C., Willemsen, R. H., Lazonder, A. W., & Kroesbergen, E. H. (2022). Creativity in mathematics performance: The role of divergent and convergent thinking. British Journal of Educational Psychology, 92(2), 484–501. https://doi.org/https://doi.org/10.1111/bjep.12459
Del?ta, F., Berutu, N., & Nofr?on, N. (2022). Online learning: The effects of using e-modules on self-efficacy, motivation and learning outcomes. Turkish Online Journal of Distance Education, 23(4), 93–107. https://doi.org/https://doi.org/10.17718/tojde.1182760
Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking Skills and Creativity, 47, 101229. https://doi.org/https://doi.org/10.1016/j.tsc.2022.101229
Fadieny, N., & Fauzi, A. (2021). Usefulness of E-Module Based on Experiential Learning in Physics Learning. International Journal of Progressive Sciences and Technologies, 25(1), 410. https://doi.org/10.52155/ijpsat.v25.1.2783
Gashoot, M., Mohamed, T., Eves, B., & Reynolds, T. (2025). Analysis of threats to validity of the Competitive Product Development module: A case study. Art and Design Review, 13(4), 281–301. https://doi.org/http://dx.doi.org/10.4236/adr.2022.101002
Guerrero-Roldán, A.-E., & Noguera, I. (2018). A model for aligning assessment with competences and learning activities in online courses. The Internet and Higher Education, 38, 36–46. https://doi.org/https://doi.org/10.1016/j.iheduc.2018.04.005
Guner, N. (2020). Difficulties encountered by high school students in mathematics. International Journal of Educational Methodology, 6(4), 703–713. https://doi.org/https://doi.org/10.12973/ijem.6.4.703
Hidayah, N., & Jailani, J. (2025). Development of E-Module for Mathematics Learning for Junior High School Students Based on Local Culture at the Van der Wijck Fort Complex to Improve Students’ Mathematical Reasoning Ability and Learning Interest. International Journal of Science and Mathematics Education, 2(3), 15–28. https://doi.org/https://doi.org/10.62951/ijsme.v2i3.239
Howard, T. C. (2021). Culturally responsive pedagogy. Transforming Multicultural Education Policy and Practice: Expanding Educational Opportunity, 137–163.
Ibrayeva, L., Helmer, J., & CohenMiller, A. (2022). “Thinking outside the Yurt”: Kazakhstani upper secondary school teachers’ beliefs about the nature of creativity and creative students. Thinking Skills and Creativity, 46, 101176.
Kouser, S., & Majid, D. I. (2021). Technological tools for enhancing teaching and learning process. Kouser, S., Majid, I.(2021). Technological Tools for Enhancing Teaching and Learning Process. Towards Excellence, 13(1), 366–373.
Kumar, A., Mishra, A. K., Verma, A., Pandey, A. K., Perwez, A., Kumar, S., Sambyal, A., Sahu, D. A. kumar, & Singhal, P. V. (2024). E-Learning Model Based on Teaching and Learning Process. International Journal of Innovative Research in Advanced Engineering, 11(02), 93–101. https://doi.org/10.26562/ijirae.2024.v1102.06
Kurniati, R. D., Andra, D., & Distrik, I. W. (2021). E-module development based on PBL integrated STEM assisted by social media to improve critical thinking skill: A preliminary study. Journal of Physics: Conference Series, 1796(1), 12077.
Kurniawan, H., Darmono, P. B., Mursalin, M., Shang, Y., Weinhandl, R., & Sharm, R. (2022). Describe mathematical creative thinking skills and problem-solving strategies by prospective teacher students on non-routine problems. International Journal of Trends in Mathematics Education Research, 5(2), 119–124. https://doi.org/https://doi.org/10.33122/ijtmer.v5i2.140
Latif, N. S., & Talib, A. (2021). Development of ethnomathematics e-modules based on local wisdom to improve students’ cultural and civic literacy. International Conference on Educational Studies in Mathematics (ICoESM 2021), 112–120.
Mahendri, R. P., Amanda, M., Latifah, U., & Rawas, S. (2023). Development of interactive flipbook-based e-module for teaching algorithms and basic programming in higher education. Journal of Hypermedia & Technology-Enhanced Learning, 1(1), 1–17. https://doi.org/10.58536/j-hytel.v1i1.18
Mayer, R. E. (2024). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36(1), 8. https://doi.org/10.1007/s10648-023-09842-1
McCallops, K., Barnes, T. N., Berte, I., Fenniman, J., Jones, I., Navon, R., & Nelson, M. (2019). Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review. International Journal of Educational Research, 94, 11–28. https://doi.org/https://doi.org/10.1016/j.ijer.2019.02.007
Morrison, A., Morrison, A., Rigney, L.-I., Hattam, R., & Diplock, A. (2019). Toward an Australian culturally responsive pedagogy: A narrative review of the literature. University of South Australia Adelaide.
Nurhikmah, H., Hakim, A., & Wahid, M. S. (2021). Interactive e-module development in multimedia learning. Al-Ishlah: Jurnal Pendidikan, 13(3), 2293–2300. https://doi.org/https://doi.org/10.35445/alishlah.v13i3.863
Prahmana, R. C. I., & D’Ambrosio, U. (2020). Learning Geometry and Values From Patterns: Ethnomathematics On The Batik Patterns Of Yogyakarta, Indonesia. Journal on Mathematics Education, 11(3), 439–456. https://doi.org/10.22342/jme.11.3.12949.439-456
Purwoko, R. Y., Kusumaningrum, B., & Setiana, D. S. (2023). Developing E-Module Based on Etnomathematics to Improve Students’ Creative Thinking Skill. International Conference on Information Technology and Engineering (ICITE 2023), 44–48. https://doi.org/https://doi.org/10.2991/978-94-6463-338-2_7
Rochsun, R., & Agustin, R. D. (2020). The development of e-module mathematics based on contextual problems. European Journal of Education Studies, 7(10). https://doi.org/http://dx.doi.org/10.46827/ejes.v7i10.3317
Rosa, M., & Orey, D. C. (2021). Ethnomodelling as the translation of diverse cultural mathematical practices. In Handbook of the Mathematics of the Arts and Sciences (pp. 2607–2635). Springer. https://doi.org/https://doi.org/10007/978-3-319-57072-3_70
Rosa, M., & Orey, D. C. (2022). Emic, Etic, Dialogic, and Linguistic Perspectives on Ethnomodeling. In Handbook of Cognitive Mathematics (pp. 161–190). Springer International Publishing. https://doi.org/10.1007/978-3-031-03945-4_3
Sa’dijah, C., Anwar, L., Hidayah, I. R., Abdullah, A. H., & Cahyowati, E. T. D. (2024). Mathematics learning models based on local wisdom of Malang to support critical and creative thinking of secondary school students. AIP Conference Proceedings, 3235(1), 030025. https://doi.org/10.1063/5.0234944
Setiawani, S., Fatahillah, A., Oktavianingtyas, E., & Wardani, D. Y. (2019). The students’ creative thinking process in solving mathematics problem based on wallas’ stages. IOP Conference Series: Earth and Environmental Science, 243(1), 12052.
Sharma, T., & Orey, D. C. (2017). Meaningful Mathematics Through the Use of Cultural Artifacts. In Ethnomathematics and its diverse approaches for mathematics education (pp. 153–179). Springer. https://doi.org/10.1007/978-3-319-59220-6_7
Sirwan, Kamal, & Nurkhamid. (2021). Developing E-module based on mobile learning as a preparation media. Journal of Physics: Conference Series, 1833(1), 12049. https://doi.org/10.1088/1742-6596/1833/1/012049
Sitthiworachart, J., Joy, M., King, E., Sinclair, J., & Foss, J. (2022). Technology-supported active learning in a flexible teaching space. Education Sciences, 12(9), 634. https://doi.org/https://doi.org/10.3390/educsci12090634
Supriyadi, E., Turmudi, T., Dahlan, J. A., & Juandi, D. (2024). Development of Sundanese gamelan ethnomathematics e-module for junior high school mathematics learning. Malaysian Journal of Learning and Instruction (MJLI), 21(2), 147–186. https://doi.org/https://doi.org/10.32890/mjli2024.21.2.6
Supuwiningsih, N. N., Riadi, I., & Cahyaningrum, N. P. W. S. (2023). Development E-Modul Geographic Information System Based on Moodle. International Journal of Engineering Technologies and Management Research, 10(8). https://doi.org/10.29121/ijetmr.v10.i8.2023.1348
Twabu, K. (2025). Enhancing the cognitive load theory and multimedia learning framework with AI insight. Discover Education, 4(1), 160. https://doi.org/https://doi.org/10.1007/s44217-025-00592-6
Copyright & Open Access Policy
Copyright (c) 2026 Cholis Sadijah, Sri Satriani, Sukoriyanto, Hery Susanto (Author) 
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
How to Cite
Satriani, S., Sadijah, C., Sukoriyanto, S., Susanto, H., & Abdullah, A. H. (2026). Validity of E-module for Mathematics Learning within the Ammatoa Cultural Context that Enhances Students’ Creative Thinking Skills. Journal of Applied Science, Engineering, Technology, and Education, 8(2), 466–479. https://doi.org/10.35877/454RI.asci4704
