Integrating Ethnomathematics in Learning to Reduce Students' Cognitive Load

Abstract

This study aims to describe the implementation of ethnomathematics-based learning in reducing students' cognitive load on the topic of similarity and congruence. Conducted through classroom action research involving ninth-grade students in a junior high school in Yogyakarta, the study consisted of two cycles. Each cycle included planning, implementation, observation, and reflection stages. The learning integrated cultural elements from local heritage sites—Ratu Boko Temple for similarity and Vredeburg Fort Museum for congruence—to provide meaningful and contextual learning experiences. Data were collected through observations, tests, and cognitive load questionnaires. The results showed a significant decrease in students’ cognitive load, from an average score of 7.5 (difficult) in the pre-cycle to 6.0 (moderate) in the first cycle and 2.6 (easy) in the second cycle. These findings indicate that learning based on ethnomathematics not only helps in reducing cognitive load but also enhances student engagement and conceptual understanding. The approach aligns with Cognitive Load Theory by minimizing extraneous load and promoting germane load, making mathematical learning more accessible and relevant to students’ cultural backgrounds.