RME and folklore: a local culture-based mathematics learning strategy to improve conceptual understanding and problem-solving skills

This study aims to develop and test the effectiveness of Realistic Mathematics Education (RME)-based mathematics learning tools integrated with the context of Acehnese folklore in improving elementary school students' conceptual understanding and problem-solving abilities. The study used a research and development (R&D) approach with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The effectiveness test was conducted through a quasi-experimental design with a nonequivalent control group design in two fifth-grade elementary schools, involving an experimental group (n = 29) and a control group (n = 31). The research instruments included an expert validation sheet, an implementation observation sheet, a practicality questionnaire, a mathematical concept understanding test, and a problem-solving ability test based on Polya's four stages. The results showed that the folklore-based learning tools had very high validity (mean content score 4.67; construction 4.50; cultural relevance 4.83) and high practicality (90.2%). Quantitative analysis showed a significant increase in the experimental group, with an N-Gain score of 0.65 (high category) compared to the control group's 0.37 (medium category), with a significant difference (t(58) = 3.72; p < 0.001; Cohen's d = 0.87). Students' problem-solving abilities in understanding the problem, designing a strategy, implementing a plan, and reviewing also improved significantly (p < 0.01). Qualitative data from observations and interviews confirmed increased student engagement, motivation, and cultural resonance in learning. These findings indicate that the integration of folklore within the RME framework not only improves cognitive achievement but also strengthens students' cultural identity and makes learning more meaningful and contextual.