E-Comic Ethnomathematics Based on Bugis-Makassar Culture: PLS-SEM Analysis of Learning Outcomes and Cultural Literacy in Indonesian Primary Education

Abstract

Background: Mathematics learning in elementary schools requires innovative approaches that not only improve students’ cognitive achievement but also strengthen cultural literacy and identity. Ethnomathematics provides an opportunity to integrate local cultural values into mathematics learning, particularly through digital learning media that are relevant to today’s digital-native students. However, studies integrating Bugis-Makassar culture with interactive digital media and analyzing its impact using Partial Least Squares-Structural Equation Modeling (PLS-SEM) remain limited. This study aimed to analyze the impact of Bugis-Makassar culture-based E-Comic Ethnomathematics on elementary school students learning outcomes and cultural literacy. It also examined the relationships between competence, teacher support, engagement, motivation, self-efficacy, cultural literacy, and learning outcomes using the PLS-SEM approach.

Methods: This study used a quantitative design with SEM-PLS analysis involving 50 fourth-grade students from two elementary schools in Pangkep, South Sulawesi. Data were collected through validated questionnaires and assessments of cultural literacy and mathematics learning outcomes.

Results: The results showed that students’ competence significantly influenced engagement and self-efficacy, indicating that E-Comic Ethnomathematics enhanced students’ confidence and participation in learning. However, teacher support, motivation, and engagement did not significantly affect learning outcomes or cultural literacy.

Conclusions: This study highlights the importance of integrating local wisdom and digital technology through E-Comic Ethnomathematics to support meaningful mathematics learning. Further development of adaptive digital edu-ethnomathematics platforms is recommended to strengthen students’ academic achievement and cultural identity.