Exploring Students' Mathematical Disposition through an Ethnomathematics Approach Based on Local Culture at SMP Negeri 8 Padangsidimpuan

Abstract

Mathematical disposition is an affective aspect that plays an important role in determining students' success in mathematics learning. However, it has relatively received less attention in the practical implementation of learning at the junior high school level. Mathematics learning tends to emphasize cognitive and procedural aspects, so that students' attitudes, interests, and positive tendencies toward mathematics have not developed optimally. This study aims to explore the mathematical disposition of junior high school students through an ethnomathematics approach based on the local culture of Padangsidimpuan. The study uses a mixed-method approach with an exploratory design. The subjects of the study were eighth-grade students at SMP Negeri 8 in Padangsidimpuan City. Data were collected through a mathematical disposition questionnaire, in-depth interviews, classroom observations, and documentation. Data analysis was carried out using descriptive statistics and thematic analysis. The results show that the integration of local cultural contexts into mathematics learning can foster positive mathematical dispositions, especially in aspects of self-confidence, perseverance, interest, and appreciation for mathematics. These findings emphasize that ethnomathematics not only functions as a learning context but also as a means of shaping students' mathematical attitudes and values. This study recommends strengthening the ethnomathematics approach as part of a mathematics learning strategy that focuses on the development of the affective domain of junior high school students.