Development of a Mathematics Learning Module Based on Bugis-Makassar Culture for Systems of Linear Equation in Two Variables

Abstract

The limited availability of mathematics instructional materials that incorporate local cultural elements, particularly Bugis–Makassar culture, represents a notable gap in contextual mathematics education. Prior studies suggest that integrating local culture into mathematics learning can enhance students' conceptual understanding and contextual relevance. This study aims to describe the development procedure and evaluate the quality of a mathematics module grounded in Bugis–Makassar culture for the topic of systems of linear equations in two variables (SLETV), assessed against criteria of validity, practicality, and effectiveness. Using a Research and Development (R&D) design based on the ADDIE model, the study involved 30 Grade VIII students at MTs Madani Alauddin. Data were collected through teacher and student response questionnaires, student activity observation sheets, module implementation sheets, and learning outcomes tests and were analyzed descriptively across the three quality dimensions. The developed module met all three criteria: it achieved an average validity score of 3.7 (on a 1–4 scale), an 88% teacher response rate, and an implementation score of 1.9 (on a 1–2 scale), indicating strong practicality. Effectiveness was evidenced by an 88% positive student response rate, an 85% learning activity rate, and a 90% mastery rate on learning outcomes. These findings suggest that the module is feasible for classroom use. The novelty of this study lies in its explicit integration of Bugis–Makassar cultural context into a mathematics module on the SLETV topic, offering a contextual and culturally responsive learning resource for students