| Abstrakt: |
Ethnomathematics is the study of differences in how people solve mathematical problems and practical algorithms based on the perspective of mathematics by society itself. Prospective mathematics teachers must be able to design culture-based mathematics learning, one of the perceived ways to make mathematics learning meaningful and contextual. This article aims to discuss the development of ethnomathematics textbooks, which become a reference for teachers/prospective teachers in designing culture-based mathematics learning. The Development Method by Plomp is implemented with the steps for compiling a textbook, according to Muslich. In the preliminary research phase, based on informal interviews with students, it was found that prospective mathematics teachers needed an Ethnomathematics textbook. In the prototyping phase, the results of the first draft textbook were obtained, followed by an internal review— the results of the revision of the internal review obtained from the second draft textbook. Furthermore, in the assessment phase, the results of the third draft textbook were obtained, which were improvements from the expert validator's suggestions, and the validation results were valid. In the third draft, a readability test was carried out on several prospective teacher students who had programmed ethnomathematics courses, and the results of the improvements resulted in the final draft. The readability test response was positive, meaning the textbook was declared practical. Based on the results above, the authors suggest that this developed textbook be a reference for designing culture-based mathematics learning. [ABSTRACT FROM AUTHOR] |
