International Conference on Global Innovations in Education.
Science, and Technology Faculty of Teacher Training and Education Universitas Muhammadiyah Mataram Mataram City.
Indonesia Mataram.
September 25-26, 2025 Development of Local Wisdom-Based Media through Maggalasyeng and Expanded Reality for Enhancing Mathematical Reasoning SunartiA.
Andi Muhammad Irfan Taufan AsfarA.
Andi Muhamad Iqbal Akbar AsfarA.
Nurhaerani RamliA.
Anita.
Andi NurannisaA A,2,5,6Department of Mathematics Education.
Universitas Muhammadiyah Bone.
Indonesia ADepartment of Chemical Engineering.
Politeknik Negeri Ujung Pandang.
Indonesia ADepartment of Indonesian Language Education.
Universitas Muhammadiyah Bone.
Indonesia sunarthi2704@gmail.
com1, tauvanlewis00@gmail.
com2, andiifalasfar@gmail.
nurhaeraniramli03@gmail.
com4, ramadanianita49@gmail.
com5, andinurannisa30@gmail.
Abstract: Mathematical reasoning is a fundamental competency for problem-solving and decisionmaking, yet Indonesian studentsAo performance in this domain remains low according to national and international assessments.
This study introduces Mathgalasyeng-VR, an innovative learning media that combines the Bugis traditional game Maggalasyeng with expanded reality technology to enhance studentsAo reasoning skills in mathematics.
The objectives are: .
to develop a valid, practical, and effective media.
to examine its impact on mathematical reasoning.
to explore the integration of local wisdom in learning mathematics.
The research employed a Research and Development (R&D) approach with the ADDIE model, conducted for four months in junior high schools in Bone.
South Sulawesi.
Data were collected through expert validation, pre- and post-tests, questionnaires, observations, and interviews.
Results revealed that Mathgalasyeng-VR met validity criteria .
ean score 3.
72Ae3.
, practicality .
eacher response 100%.
student response 76Ae79%), and effectiveness .
ignificant N-gain improvement in the experimental grou.
These findings demonstrate that integrating local culture with immersive technology can strengthen mathematical reasoning, create meaningful and joyful learning experiences, and contribute to cultural preservation.
Keywords: Mathematical Reasoning.
Local Wisdom.
Expanded Reality.
Traditional Game.
MathgalasyengVR.
Article History:
Received: 02-09-2025 Online : 04-10-2025 This is an open access article under the CCAeBY-SA license AiAiAiAiAiAiAiAiAiAi I AiAiAiAiAiAiAiAiAiAi INTRODUCTION Mathematical reasoning is a crucial foundation for problem-solving and decision-making based on logical evidence.
However.
Indonesian studentsAo reasoning ability remains relatively According to the Trends in International Mathematics and Science Study (TIMSS).
Indonesia ranked 44th out of 49 participating countries in mathematics achievement (Siregar et al.
, 2.
The 2022 Minimum Competency Assessment (AKM) also indicated that studentsAo numeracy skills only reached 50% of the minimum standard (Pusmendik, 2.
This situation illustrates that many students still struggle to understand and apply mathematical concepts, especially in contextual problems that require reasoning skills.
Difficulties in mathematical reasoning are particularly evident in number pattern topics.
Students often fail to identify regularities, determine subsequent terms, or formulate Sunarti.
Development of Local Wisdom-Based.
generalizations of numerical patterns (Ariyanti & Setiawan, 2.
Other factors, such as excessive gadget use, also affect learning focus and lower academic performance (Hendini.
Therefore, an innovation in learning media is neededAione that is not only joyful but also meaningful and able to strengthen higher-order thinking skills.
One promising alternative is the integration of traditional games into learning.
The Maggalasyeng game, a Bugis traditional game, is rich in numerical activities, strategy, and logical thinking.
However, its direct application in the classroom is often limited by physical media and space.
In the digital era, these limitations can be addressed by utilizing expanded reality (XR) technology, which provides interactive and immersive visualization (Fitria, 2.
Therefore, the development of Mathgalasyeng-VR, a learning media that combines the Bugis traditional game Maggalasyeng with expanded reality technology, offers an innovative solution to enhance studentsAo mathematical reasoning.
The novelty of this study lies in the integration of local culture and modern technology, which not only supports mathematics learning but also contributes to cultural preservation and the achievement of Sustainable Development Goals (SDG) 4 on quality education.
METHOD
This study employed a Research and Development (R&D) approach using the ADDIE model (Analysis.
Design.
Development.
Implementation, and Evaluatio.
, which was first introduced by Dick and Carey .
as a systematic framework for instructional design.
The ADDIE model was chosen because it provides structured steps in developing, testing, and refining instructional media.
The product developed in this research was Mathgalasyeng-VR, a digital learning media that integrates the Bugis traditional game Maggalasyeng with expanded reality technology.
The research was conducted for four months (JulyAeOctober 2.
in Bone Regency.
South Sulawesi, specifically at SMPN 1 Patimpeng and SMPN Satap 2 Patimpeng.
The participants included Grade Vi students and mathematics teachers selected through purposive sampling.
The experimental stage used a non-equivalent control group design, which belongs to quasiexperimental research (Campbell & Stanley, 1963.
Sugiyono, 2.
The control class was taught using conventional project-based learning (PBL), while the experimental class was taught using Mathgalasyeng-VR.
Both groups received a pre-test and post-test to measure changes in mathematical reasoning.
Group Control Experiment Table 1.
Non-Equivalent Control Group Design Pre-test Treatment Project-Based Learning Mathgalasyeng-VR Post-test The data were obtained from both primary and secondary sources.
Primary data included expert validation results, pre-test and post-test scores, questionnaires from teachers and students, classroom observations, and interviews.
Secondary data consisted of literature reviews and documentation supporting the development process.
The instruments used were validation sheets, student worksheets (LKPD), learning modules, and achievement tests.
The mathematical reasoning test was designed in the form of essay questions based on validated reasoning indicators.
According to Sumarmo .
, mathematical reasoning skills include the ability to propose conjectures, perform mathematical manipulations, draw logical conclusions, and examine the validity of arguments.
These indicators were adopted in this study to measure studentsAo reasoning improvement.
42 | International Conference on Global Innovations in Education.
Science, and Technology Volume 1.
September 2025, pp.
Indicator Proposing Conjectures Performing Mathematical Operations Drawing Conclusions Examining Validity of Arguments Table 2.
Indicators of Mathematical Reasoning Description Ability to formulate hypotheses or tentative generalizations.
Ability to manipulate numbers, symbols, and mathematical Ability to make logical inferences from patterns or data.
Ability to evaluate correctness of reasoning and justify solutions.
Data analysis applied a mixed-method approach, combining quantitative and qualitative Quantitative analysis involved descriptive statistics, the N-gain test, and hypothesis testing using SPSS.
The N-gain scores were categorized as high (Ou 0.
, moderate .
30 O g < 0.
, or low (< 0.
following Hake .
Qualitative analysis was conducted with Nvivo software to code data from observations and interviews, focusing on themes such as student engagement, cultural integration, and learning motivation.
RESULTS AND DISCUSSION
The development of Mathgalasyeng-VR was evaluated through three main aspects:
validity, practicality, and effectiveness.
Validity The results of expert validation showed that the learning media met the criteria of validity.
The average scores given by material experts, media experts, and instructional design experts ranged between 3.
58Ae3.
85, which are categorized as very valid.
This indicates that the content was appropriate, the interface design was clear, and the functionality supported learning activities effectively.
Practicality Practicality was measured through teacher and student responses.
Teachers rated the practicality at 100% .
ery practica.
, emphasizing that the media was easy to implement and aligned with the curriculum.
Student responses during limited trials, wider trials, and the experimental phase showed practicality values between 76% and 79%, classified as practical.
These findings highlight that Mathgalasyeng-VR is user-friendly, engaging, and able to stimulate active participation.
Effectiveness Effectiveness was measured using pre-test and post-test results in both control and experimental classes.
The control class achieved a gain score of 0.
, while the experimental class reached a gain score of 0.
oderateAehig.
This significant difference demonstrates that students taught with Mathgalasyeng-VR had greater improvement in mathematical reasoning compared to those taught conventionally.
Class Control Experiment Table 3.
Average Pre-test and Post-test Scores Pre-test Post-test N-gain Category Low Moderate Discussion The findings reveal that Mathgalasyeng-VR significantly enhanced studentsAo mathematical reasoning skills.
The effectiveness can be attributed to two main factors.
First, the integration Sunarti.
Development of Local Wisdom-Based.
of the traditional Bugis game Maggalasyeng provided familiar cultural contexts, allowing students to connect abstract mathematical concepts with concrete cultural practices.
Second, the use of expanded reality technology created an immersive and interactive learning environment, making patterns and problem-solving processes more engaging.
These results are consistent with previous studies.
Dewi et al.
reported that ethnomathematics-based Augmented Reality using the Bola Soba character facades improved studentsAo logical thinking skills with a high gain score .
Similarly, research by Asfar et al.
emphasized that embedding local wisdom in mathematics education strengthens studentsAo higher-order thinking while also contributing to cultural preservation.
In line with VygotskyAos social constructivist theory, learning tools rooted in cultural practices act as mediating instruments that scaffold cognitive development.
The results of this study further confirm that the dual integration of local wisdom and digital technology not only improves cognitive outcomes but also nurtures student motivation and appreciation for cultural heritage.
Thus.
Mathgalasyeng-VR contributes to achieving Sustainable Development Goal 4 (Quality Educatio.
by promoting innovative, inclusive, and culturally relevant education.
CONCLUSIONS AND SUGGESTIONS
Based on the results and discussion, it can be concluded that the development of Mathgalasyeng-VR as a learning media that integrates the Bugis traditional game Maggalasyeng with expanded reality technology has met the criteria of validity, practicality, and effectiveness.
The expert validation scores indicated that the media is very valid, teacher and student responses showed that it is practical and user-friendly, and the N-gain analysis revealed that it is effective in improving studentsAo mathematical reasoning.
The reasoning indicators conjecturing, performing mathematical operations, drawing conclusions, and examining validity of argumentsAiwere significantly enhanced in the experimental class compared to the control class.
The novelty of this study lies in the dual contribution of enhancing studentsAo reasoning skills while also preserving local cultural heritage.
The integration of traditional games and digital technology provides meaningful learning experiences that align with the goals of Sustainable Development Goal 4 on quality education.
Suggestions for future research include further development of Mathgalasyeng-VR with more advanced interactive features, testing its application in different mathematical topics, and applying it in wider educational contexts beyond junior high schools.
Future researchers are also encouraged to investigate how similar models combining local wisdom and digital technology can support other aspects of higherorder thinking skills.
ACKNOWLEDGMENTS
The authors would like to express their sincere gratitude to the Directorate of Research.
Technology, and Community Service.
Ministry of Education.
Culture.
Research, and Technology of the Republic of Indonesia for funding support.
Special thanks are also extended to Universitas Muhammadiyah Bone, mathematics teachers, and students of SMPN 1 Patimpeng and SMPN Satap 2 Patimpeng who actively participated and contributed to this 44 | International Conference on Global Innovations in Education.
Science, and Technology Volume 1.
September 2025, pp.
REFERENCES