Deep Learning Approach in Toraja Culture-Based Mathematics Learning and its Effect on Primary Students’ Problem-Solving Skills
Abstract
This study aims to explore the Deep Learning approach in Toraja culture-based mathematics learning on the problem-solving skills of junior high school students. The research used an embedded sequential explanatory mixed methods design, with a quantitative approach as the primary method and a qualitative approach as supplementary. The subjects consisted of an experimental group and a control group. Quantitative data were collected through pre- and post-treatment essay tests and analyzed using ANCOVA, while qualitative data were obtained through interviews analyzed thematically. The results indicate that the Toraja culture-based Deep Learning approach had a significant effect on improving problem-solving skills (F(1,54)=48.206; p<.001) with a large effect size (ηₚ²=0.471). Qualitative data reinforce these findings by showing increased student engagement, reflection, and metacognitive awareness. The integration of Toraja culture into Deep Learning strengthens the meaning, relevance, and transfer of mathematical knowledge within students' socio-cultural context.
References
Aikenhead, G. S. (2017). Enhancing School Mathematics Culturally: A Path of Reconciliation. Canadian Journal of Science, Mathematics and Technology Education, 17(2), 73–140. https://doi.org/10.1080/14926156.2017.1308043
Antonio, M., Garc, V., Beatriz, E., Duarte, J., Mogoll, X., Andrea, P., Solano, E., & Patricia, M. (2025). Does the Cultural Context Influence on Reading Does the Cultural Context Influence on Reading Comprehension ? September 2024. https://doi.org/10.70082/esiculture.vi.1359
Banks, J. A. (1975). Teaching Strategies for Ethnic Studies. Allyn and Bacon, Inc., Longwood Division.
Bryce, T. K. ., & Blown, E. . (2024). Ausubel’s meaningful learning re-visited. Current Psychology, 43(5), 4579–4598. https://doi.org/10.1007/s12144-023-04440-4
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Routledge. https://doi.org/10.4324/9780203771587
Dotan, D., & Zviran-Ginat, S. (2022). Elementary math in elementary school: the effect of interference on learning the multiplication table. Cognitive Research: Principles and Implications, 7(1). https://doi.org/10.1186/s41235-022-00451-0
Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive--Developmental Inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
Fyhn, A. B., & Nutti, Y. J. (2023). Intangible Cultural Heritage as a Resource for a Sámi Mathematics Curriculum. Australian and International Journal of Rural Education, 33(2), 16–31. https://doi.org/10.47381/aijre.v33i2.455
Kementerian Pendidikan Dasar dan Menengah Republik Indonesia. (2025). Peraturan Menteri Pendidikan Dasar dan Menengah Republik Indonesia Nomor 13 Tahun 2025 tentang Perubahan atas Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 12 Tahun 2024 tentang Kurikulum pada Pendidikan Anak Usia Dini, Jenjang Pend. Kementerian Pendidikan Dasar dan Menengah Republik Indonesia. https://jdih.kemendikdasmen.go.id
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (1999). Experiential Learning Theory: Previous Research and New Directions. In Perspectives on Thinking, Learning, and Cognitive Styles. Routledge. https://doi.org/10.4324/9781410605986-9
Komalasari, K., Abdulkarim, A., & Saripudin, D. (2018). Culture-based social studies learning model in developing student multiculturalism. New Educational Review, 51(1), 173–183. https://doi.org/10.15804/TNER.2018.51.1.14
Mystakidis, S. (2021). Deep Meaningful Learning. Encyclopedia, 1(3), 988–997. https://doi.org/10.3390/encyclopedia1030075
OECD. (2023). Indonesia Student performance (PISA 2022). https://gpseducation.oecd.org/CountryProfile?primaryCountry=IDN&treshold=10&topic=PI
Orón, J. V., & Lizasoain, I. (2023). Achieving Transfer from Mathematics Learning. Education Sciences, 13(2), 1–13. https://doi.org/10.3390/educsci13020161
Putri, R. (2024). Inovasi Pendidikan dengan Menggunakan Model Deep Learning di Indonesia. Jurnal Pendidikan Kewarganegaraan Dan Politik (JPKP), 2(2), 69–77. https://doi.org/https://doi.org/10.61476/186hvh28
Sari, N., Saragih, S., Napitupulu, E. E., Rakiyah, S., Sari, D. N., Sirait, S., & Anim, A. (2023). Applying Ethnomathematics in Learning Mathematics for Middle School Students. Acta Scientiae, 25(5), 250–274. https://doi.org/10.17648/acta.scientiae.7690
Smith, T., Avraamidou, L., & Adams, J. D. (2022). Culturally relevant/responsive and sustaining pedagogies in science education: theoretical perspectives and curriculum implications. Cultural Studies of Science Education, 17(3), 637–660. https://doi.org/10.1007/s11422-021-10082-4
Suharnadi, P., Neviyarni, S., & Nirwana, H. (2024). The Role and Function of Learning Motivation in Improving Student Academic Achievement. Manajia: Journal of Education and Management, 2(1), 1–8. https://doi.org/10.58355/manajia.v2i1.25
Telegin, M., & Mt-Kltyik, A. (2025). The impact of conceptual versus memorization-based teaching methods on student performance. Journal of Emerging Investigators, 8(August). https://doi.org/10.59720/24-254
