Development of Teaching Module Using Probing Prompting Based on Ethnomathematics to Improve Students' Mathematical Communication Ability

International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-24, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6117 *Corresponding Author: Alya Riskina Arivatul Mufida Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6117-6129 Development of Teaching Module Using Probing Prompting Based on Ethnomathematics to Improve Students’ Mathematical Communication Ability Alya Riskina Arivatul Mufida1, Susanto2, Erfan Yudianto3, Didik Sugeng Pambudi4, Frenza Fairuz Firmansyah5 1,2,3,4,5University of Jember ABSTRACT: This research aims to develop a teaching module using a probing-prompting learning model based on ethnomathematics on the topic of flat-sided solid geometry to improve the mathematical communication ability of junior high school (SMP) students, ensuring it is valid, practical, and effective. The study employed the 4D development model (Define, Design, Develop, Disseminate), followed by a quasi-experimental study using a non-equivalent control group design. The subjects of this research were ninth-grade students at SMP Negeri 1 Sukosari, Bondowoso. The module validation results showed a very valid criterion with an average validity percentage of 92.5%7. The practicality test results obtained a value of 91.3% in the very practical category. The effectiveness test showed a significant difference in mathematical communication ability between the experimental and control classes with a significant (p < 0,05) value. Thus, the teaching module using probing-prompting based on ethnomathematics can be used to improve the mathematical communication ability of junior high school students because it is valid, practical, and effective10. Based on these results, teachers are expected to implement the probing prompting learning module by creating question guides that can enhance students' mathematical communication ability and can be adapted to local cultural contexts as an alternative teaching material. KEYWORDS: Ethnomathematics, Mathematical Communication, Probing Prompting, Spatial Structures, Teaching Modules. INTRODUCTION Communication plays a significant role in the mathematics learning process. Various sources state that communication plays a crucial role (Baroody, 1993; NCTM, 2000; Wijaya & Yusup, 2023). In fact, students' mathematical communication skills are still relatively weak. Some students do not fully understand the problem format and still experience difficulties in the solution process (Rhamdania, 2021). According to Darkasyi et al. in (Nurfitria et al., 2021), students' low communication skills in understanding mathematics are a serious problem in schools because teachers still tend to use conventional methods such as lectures to deliver material. As a result, students are less able to use mathematical communication skills. The indicators of mathematical communication skills in this research are as follows. Table I. Mathematics Communication Ability Indicators Oral Mathematical Communication Indicators Written Mathematical Communication Indicators Expressing mathematical ideas orally Expressing mathematical ideas in writing Explaining the relationship between real objects and images in mathematical ideas Writing or describing the relationship between real objects and images in mathematical ideas in the form of writing or images Explain the understanding and interpretation of a mathematical idea Writing an understanding and interpretation of a mathematical idea Expressing evaluation of mathematical ideas Writing an evaluation of a mathematical idea Using mathematical terms and symbols to explain mathematical ideas Writing mathematical terms and symbols to explain mathematical ideas in writing International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-24, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6118 *Corresponding Author: Alya Riskina Arivatul Mufida Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6117-6129 Factors that influence the level of students' mathematical communication skills include students being less thorough in understanding the problems given, students not understanding the concept of spatial geometry, and students not having ideas in solving problems, so that students are only able to reach the stage of understanding the problem (Hasna & Aini, 2019). This finding is relevant to an interview conducted with a mathematics teacher at SMPN 1 Sukosari, Bondowoso. The mathematics teacher at SMPN 1 Sukosari explained that during mathematics lessons, he was faced with students who did not understand, draw, and describe spatial geometry, even though during the lesson, there were not many questions raised by students. This condition reflects that students do not use mathematical communication in learning, and teachers need a learning model that can improve students' mathematical communication skills. The Probing Prompting approach in learning provides support for teachers in honing students' mathematical communication skills. In this model, teachers provide guiding questions that force students to think actively and formulate their ideas through responses to these questions. Thus, students are more actively involved in the thinking process and deepen their understanding through the experiences gained in this learning model (Depriyanto et al., 2022). Ethnomathematics is an option for mathematics teachers to integrate local culture into mathematics learning (Carawita et al., 2023). Based on data obtained from Google Scholar using the application, Publish or Perish (PoP), research interest in ethnomathematics has increased in the last five years, as seen from the number of publications each year, from 2017 to 2022 (Damayanti & Purwaningrum, 2022). Based on these various problems, researchers are interested in developing a probing-prompting teaching module based on ethnomathematics. The purpose of this study is to describe the process and results of developing a teaching module using the ethnomathematics-based probing-prompting learning model, with the hope of improving students' mathematical communication skills on the material of flat-sided solids phase D with valid, practical, and effective results. RESEARCH METHODS This research used a development research method followed by experimental research. Development research is a process or steps to develop a new product or improve an existing product (Selmin et al., 2022). The development model used in this study is the 4D development model. Data collection techniques include construct validation trials and practicality through observations of learning implementation, teacher and student response questionnaires during the learning process (Lantowa et al., 2022). The 4D model includes the following stages: define, design, develop, disseminate, and continue with a quasi-experiment using a nonequivalent control group design. Each stage is passed by carrying out activities in accordance with the framework that the existing system includes four stages known as 4D (Diana et al., 2023). These four stages are define, design, develop, and disseminate. a) Define phase The Define phase is carried out to identify the basic requirements for the module and its content. At this stage, the researcher establishes and defines learning needs by analyzing the objectives and limitations of the material. This stage involves preliminary analysis, student analysis, task analysis, concept analysis, and objective analysis (Sumiati, Makhrus, dan Ayub 2022). b. Design phase The design phase is the stage of creating a draft of the product being developed. It consists of preparing tests, selecting media, selecting formats, and finalizing the initial design. c. Develop phase The develop phase during the development stage, the product is created from the previously created design and validated by a validator. The development stage consists of expert assessment and field trials. The criteria for validity, practicality, and effectiveness are as follows. 1) Validity Analysis All results of the teaching module validity assessment data are calculated based on the average of each aspect of the indicator value, which will be continued with the determination of the teaching module validity criteria. The interval of the teaching module validity criteria is according to Nesri & Kristanto (2020) is as follows. International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-24, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6119 *Corresponding Author: Alya Riskina Arivatul Mufida Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6117-6129 Table II. Teaching Module Validity Criteria 2) Practicality Analysis The teaching module’s practicality score is calculated using the formula: 𝑃 = ∑𝑇𝑆𝑒 𝑇𝑆ℎ×100% Information: P : Practicality of the module TSe : Total score of all students’ responses TSh : the macimum possible sum of scores from all students’ responses. The practicality criteria are presented in the following table. Table III. Practicality Criteria of Teaching Modules No Practicality Criteria Level Practicality 1 80%< P ≤100% Highly Practical 2 60%< P ≤80% Practical 3 40%< P ≤60% Less Practical 4 20% < 𝑃 ≤ 40% Impractical 5 0 ≤ 𝑃 ≤ 20% Very Impractical 3) Effectiveness Analysis During the learning process, each student's activity was observed and assessed using a score ranging from 1 (inactive) to 4 (very active). The following table shows the student response intervals. Table IV. Student Response Result Data Criteria No. Score Conclution 1 80 < 𝑃 𝑟≤100% Very Positive 2 60 < 𝑃 𝑟≤80% Positive 3 40 < 𝑃 𝑟≤60% Quite Positive 4 20 < 𝑃 𝑟≤40% Less Positive 5 𝑃 𝑟≤20% Not Positive The subjects of the study were ninth-grade students of SMP Negeri 1 Sukosari, Bondowoso, consisting of an experimental class using ethnomathematics-based probing-prompting teaching modules and a control class using conventional modules. The research instruments included: expert validation sheets, student response questionnaires, activity observation sheets, and mathematical communication ability tests. Data were analyzed using descriptive statistics and ANCOVA tests to determine differences in mathematical communication abilities. The prerequisite tests for experimental research consisted of normality tests and homogeneity tests. Then, the ANCOVA test was continued. The ANCOVA test is one type of comparative hypothesis test used on normal and non-homogeneous data. The statistical hypotheses of the ANCOVA test are as follows. 𝐻0 : There is no significant influence of the ethnomathematics-based probing prompting teaching module on mathematical communication skills. No Validity Criteria Validity Level 1 85%< 𝑉 𝑎 ≤100% Highly Valid 2 70%< 𝑉 𝑎 ≤85% Valid 3 50%< 𝑉 𝑎 ≤70% Less Valid 4 𝑉 𝑎≤ 50% Invalid International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-24, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6120 *Corresponding Author: Alya Riskina Arivatul Mufida Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6117-6129 𝐻1 : There is a significant influence of ethnomathematics-based probing prompting teaching modules on mathematical communication skills. Information: - If 𝑝𝑣𝑎𝑙𝑢𝑒 < 0,05, then 𝐻0 is rejected and 𝐻1 accepted. - If 𝑝𝑣𝑎𝑙𝑢𝑒 ≥ 0,05, then 𝐻0 accepted and 𝐻1 rejected. RESULT AND DISCUSSION The product of this research is a deep learning teaching module that uses an ethnomathematics-based probing-prompting learning model equipped with LKPD, teaching materials/summaries of spatial figures, pretest, and posttest questions. The purpose of creating this research product is to apply the teaching module in the learning process of grade IX junior high school. Based on the implementation of the research, the following research results were obtained. Define Phase The define phase aims to determine learning needs through a pre-final analysis of students, assignments, concepts, and learning objectives. Interviews revealed that teachers still use the lecture method with textbooks without supporting media such as LCDs or mobile phones, resulting in passive learning. Students simply listen, take notes, and complete assignments without enthusiasm due to the less-than-conducive classroom atmosphere and monotonous methods. The analysis revealed the need for additional teaching materials in the form of modules with student worksheets (LKPD) that are engaging, contextual, and actively engage students. The material developed was for Grade IX Junior High School (SMP) Flat-Sided Solid Geometry (FGS) with three meetings, each containing activities and probing-prompting questions to foster understanding. This module is based on the Independent Curriculum with a deep learning approach and the learning outcomes of phase D geometry elements, that students are able to determine the surface area and volume of solid geometry, explain the effects of proportional changes, and create nets and models of solid geometry. The learning objectives include creating nets, determining surface area and volume, explaining proportional changes, and solving related problems. Design Phase In the Design stage, an initial draft of the ethnomathematics-based probing prompting teaching module was prepared to see its influence on students' mathematical communication skills on the material of flat-sided solid shapes. This stage includes four main activities, namely: (1) Preparation of tests, in the form of pretests and posttests containing five essay questions compiled based on material analysis, tasks, and learning objectives; (2) Selection of media, using ethnomathematics-based teaching aids such as besek tape, prol tape, gelung teleng, and woven bamboo to foster interest in learning and link learning to students' cultural context; (3) Selection of formats, which refer to the components of the Kemendikbudristek (2023) and deep learning guidelines Kemendikdasmen (2025); and (4) Initial design, which includes the preparation of module identity, learning design, and attachments in the form of LKPD, teaching materials/material summaries, glossaries, and bibliographies. The module is designed for three meetings with a probing prompting syntax adapted to an ethnomathematics-based contextual approach, containing learning outcomes, steps for teacher and student activities, and assessments in accordance with the principles of the independent curriculum. Develop Phase 1) Validity Test Validity test began developing a product in the form of a teaching module accompanied by student worksheets (LKPD), teaching materials, pretest, and posttest questions. The teaching module developed during the development stage was submitted and validated by two validators to obtain suggestions and revisions. The revisions are explained as follows: a) Revision of the module cover part. The cover emphasizes the differences between the module and the student worksheet. The logo has been revised from right to left. International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-24, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6121 *Corresponding Author: Alya Riskina Arivatul Mufida Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6117-6129 (a) (b) Image 1. (a) cover before revision, (b) cover after revision b) Revision of the module identity section. The module creation used the old version of the Merdeka curriculum, necessitating changes to parts adjusted for the deep learning teaching module c) Revision of the learning design part: The deep learning teaching module has many changes in its learning design, so the parts still related to the old version of the teaching module needed to be updated. d) Revision of the learning activity’s part: Input from the validator was that the learning activities should explicitly detail the steps of the probing-prompting learning model and the ethnomathematics-based contextual approach. This was done to clearly show the syntax part, the contextual approach components, and the contextual approach subcomponents with teacher and student activities. (a) (b) Image 2. (a) learning activities before revision, (b) learning activities after revision) e) Revision of the LKPD cover: The attention section was made into a separate page. The student’s name was made per group on a different page from the cover. International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-24, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6122 *Corresponding Author: Alya Riskina Arivatul Mufida Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6117-6129 (a) (b) Image 3. (a) LKPD cover before revision, (b) LKPD cover after revision) f) Revision of the LKPD material: The LKPD was created using probing-prompting questions, and students were guided to find formulas by answering probing-prompting questions based on ethnomathematics. g) Revision of the assessment part: There was a question related to the price of Prol Tape was unrealistic, so it needed to be adjusted to the actual price of Prol Tape. h) Revision of the material summary part: The material summary was supplemented with a more in-depth explanation related to cubes, cuboids, prisms, and pyramids. More example images of nets for cubes, cuboids, prisms, and pyramids were required in the material summary. Based on the validator evaluation results, there were several changes. All suggestions and recommendations for changes to the teaching module and test instrument were used to revise the teaching module so that it could be developed and applied appropriately. The following is the recapitulation table of the research instrument validation. Table V. Rekapitulation of Research Instrument Validation Validation Result Aspect Average Total Average Precentage Teaching Module complete with LKPD and Teaching Materials Format 3,4 3,53 88% Content 3,6 Language 3,8 Presentation 3,3 Pretest and Posttest Instrument Format 4 3,61 90% Content 3,17 Language 3,67 Rata-rata keseluruhan 3,57 89% Based on the validation results in Table V, each validation sheet has a value above 85%. It can be concluded that the teaching module created is very valid. During the module trial phase, the validated product was applied to two classes: the experiment class (IX-D, 29 students) and the control class (IX-B, 28 students) at SMPN 1 Sukosari, under the supervision of the mathematics teacher, to assess the module's practicality and effectiveness through observation, test results, and student response questionnaires. Learning was conducted for three meetings using the developed teaching module. In the first meeting, students took the pretest and engaged in activities to recognize the shapes of solid geometry, open the teaching aids, and create pop-up nets of solid geometry. In the second meeting, students worked in groups using the LKPD to discover formulas and calculate the surface area of solid geometry through probingprompting questions based on ethnomathematics. In the third meeting, students again answered probing-prompting questions while International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-24, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6123 *Corresponding Author: Alya Riskina Arivatul Mufida Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6117-6129 conducting experiments to discover the volume formula using unit cubes and pyramid-shaped teaching aids filled with flour, and then calculating the volume of contextual objects such as besek tape and prol tape. At the end of the activities, students completed the posttest and response questionnaire, and all learning outcome data were used to assess the module's practicality and effectiveness before the final product refinement. 2) Practicality Test The analysis of the teaching module's practicality was obtained from the results of the learning implementation observation sheet. The teaching module can be deemed practical if the observation results of the learning implementation fall into at least the good category. The results of the learning implementation observation can be seen in the following table: Table VI. Learning Implementation Observation Results Assessed Aspect Score Precentage Ability to Start the Lesson 3,4 85% Teacher's Attitude in the Learning Process 3,5 87,5% Mastery of Learning Material 4 100% Teaching and Learning Activities 3,25 81,25% Ability to Use Learning Media 3,33 83,35% Learning Evaluation 3,33 83,35% Ability to Conclude Learning Activities 3,33 83,25% Follow-up in Learning 3,67 91,75% Average 3,46 86,5% The results of the recapitulation of the practicality test showed that the learning implementation observation sheet received an average score of 3.46 with a presentation of 86.5%, which means it is very practical. 3) Effectiveness Test The effectiveness of the teaching module is determined by the analysis of student completion in the mathematical communication ability test, the observation results of student activities during learning activities, and the results of the student response questionnaire about the learning. The following are the student effectiveness analysis results. a) Completion of the mathematical communication ability test Based on the students' responses in the mathematical communication ability test, it can be concluded that 26 students scored above 70. Students also achieved overall completion. In this regard, the analysis of student completion in the mathematical communication ability test has been fulfilled. b) Student response results Based on the student response questionnaire sheets, the recapitulation of student response data is as follows. Table VII. Recapitulation of Student Response Questionnaire Results Aspect Responded Aspect Responded Interest in the teaching module 88.84% Images in the teaching module 88.91% Text and font size of the teaching module 93.09% Material of the teaching module 95.31% Language comprehension 89.84% Presentation of the teaching module 95.94% Interest in appearance 90.78% Ability to understand the teaching module 86.72% Average 88.09% International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-24, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6124 *Corresponding Author: Alya Riskina Arivatul Mufida Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6117-6129 The recapitulation results of the student response questionnaire show a positive percentage of 88.09%250. Based on the criteria, the student response questionnaire results show a very positive result. As the results of the student completion analysis in the mathematical communication ability test and the student response questionnaire indicate, the teaching module is considered effective. Disseminate Phase This research will be presented to mathematics teachers. and the module will be distributed to other schools. This aims to determine whether the module functions effectively in learning activities. Furthermore, feedback, corrections, suggestions, and assessments for the module will be obtained from this distribution to improve it. The data results for the control class and experimental class were obtained from the students' mathematical communication ability test results based on pretest and posttest scores2. Students with a score ≥70 declared to have passed the Minimum Mastery Criteria (KKM). The posttest completion data in the control and experiment classes can be seen in Table VIII as follows: Table VIII. Posttest Results of Control and Experiment Classes Class Result Control Class Pass 21 Did not Pass 8 Ecperiment Class Pass 26 Did not Pass 4 The number of students who passed the posttest in the experimental class was 25, and in the control class was 20. The control class's completion rate was 71.43%, while the experimental class was 86.217%. The difference in passing rates was 14.78%. This difference indicates a positive effect of the teaching module given to the experimental class. Data analysis to determine the effect of the ethnomathematics-based probing prompting teaching module on students' mathematical communication skills began with normality and homogeneity tests. The SPSS normality test used the Shapiro-Wilk statistic because n <50.. The sample of class D, the experimental class (𝑛 = 29), and class B, the control class (𝑛 = 28). The normality test for class B's pretest, class D's pretest, class B's pretest, and class D's pretest can be seen in Table IX below. Tabel IX. Normality Result Result Class Kolmogorov–Smirnov Statistic df Sig. Shapiro–Wilk Statistic df Sig. Pretest B Class .142 28 .153 .939 28 .107 Pretest D Class .125 29 .200* .967 29 .473 Posttest B Class .174 28 .030 .935 28 .084 Posttest D Class .155 29 .072 .940 29 .100 Based on Table IX, the pretest significance value for the control class was 0.107, and the posttest significance value was 0.084. The pretest significance value for the experimental class was 0.473, and the posttest significance value was 0.100. Therefore, it can be concluded that the pretest and posttest data for both classes were normally distributed. The normality test is met because the sig value is >0.05. Therefore, the main requirement for using parametric statistical tests is met. The homogeneity test using the Levene Statistic from the pretest and posttest results for the experimental and control classes can be seen in Table X and Table XI. The following table shows the results of the pretest homogeneity test for the control and experimental classes. International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijcsrr/V8-i12-24, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 6125 *Corresponding Author: Alya Riskina Arivatul Mufida Volume 08 Issue 12 December 2025 Available at: www.ijcsrr.org Page No. 6117-6129 Table X. Pretest Homogeneity Test Result Hasil Levene Statistic df1 df2 Sig. Based on Mean 4.342 1 55 .042 Based on Median 3.742 1 55 .058 Based on Median and with adjusted df 3.742 1 38.787 .060 Based on trimmed mean 4.065 1 55 .049 Based on Table X, the results of the pretest homogeneity test for the control and experimental classes show that, based on the mean, the sig value is very close to 0.05, but the sig value is still less than 0.05. Thus, there is an indication that the variance is not homogeneous. The results of the posttest homogeneity test can be seen in table XI below. Table XI. Posttest Homogeneity Test Result Hasil Levene Statistic df1 df2 Sig. Based on Mean .049 1 55 .825 Based on Median .013 1 55 .910 Based on Median and with adjusted df .013 1 53.297 .910 Based on trimmed mean .085 1 55 .772 Based on Table XI, it can be said that the significance based on Levene Statistic based on the results based on the mean is 0.825. Nilai Sig. > 0.05 indicates that the variance is homogeneous. The prerequisite tests show that the normality test for the experiment and control classes indicates normal data, while the homogeneity test for initial equivalence (pretest) shows nonhomogeneous variance. Therefore, a correction test using Welch's correction (equal variances not assumed row) was performed. In this case, the researcher conducted a pretest t-test, which can be seen in Table XII and Table XIII below. Tabel XII. Pretest Group Statistics Results Class N Mean Std. Deviation Std. Error Mean Pretest Control Class 28 60.21 10.196 1.927 Pretest Eksperimental Class 29 55.17 5.689 1.056 Tabel XIII. Pretest Independent Sample Test Results Hasil Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of the Difference F Sig. t df Sig. (2tailed) Mean Difference Std. Error DIfference Lower Upper Equal variances assumed 4.342 .042 2.316 55 .024 5.042 2.177 .679 9.404 Equal variances not assumed 2.294 42.011 .027 5.042 2.197 .607 9.476