Development of Culture-Based Etno-VR Teaching Materials to Foster Deep Mathematical Creativity

Ethnomathematics emphasizes the role of cultural context in shaping mathematical understanding, yet its integration with immersive technologies to enhance Deep Mathematical Creative Thinking (DMCT) in indigenous settings remains limited. This study aimed to develop and evaluate ETNO-VR, a virtual reality-based teaching material that incorporates Baduy cultural artifacts into junior high school geometry instruction to foster DMCT. Employing a design-based research framework following the 4-D model (Define, Design, Develop, Disseminate), the study involved three phases: expert validation, small-group trials, and quasi-experimental testing with 30 eighth-grade students. Instruments included content and construct validation using Aiken’s V, practical feasibilityassessment, and DMCT measurement across flexibility, elaboration, originality, and fluency. Results indicated that ETNO-VR achieved acceptable content validity (Aiken’s V = 0.56–0.80) and very good practicality (mean = 3.48). Paired t-test analysis revealed a significant improvement in students’ DMCT (Δ = 17.30, p < 0.001, d = 1.22), with marked gains across all four indicators. ETNO-VR advances D’Ambrosio’s ethnomathematics framework by embedding metacognitive scaffolding within culturally grounded spatial experiences, aligning with Indonesia’s Merdeka Curriculum. This approach not only enhances students’ creative mathematical reasoning but also contributes to the global discourse on culturally responsive mathematics education. Future research should examine scalability, cross-cultural adaptation, and AI-driven personalization of immersive ethnomathematics learning.