Teachers' Readiness and Needs for Ethnomathematics-Based Collaborative Problem-Based Learning
DOI:
https://doi.org/10.31000/ceria.v15i3.16571Keywords:
Collaborative Problem-Based Learning, Critical Thinking, Early Childhood Education, Ethnomathematics, Teacher ReadinessAbstract
This study aimed to analyze early childhood teachers’ readiness and needs for implementing Ethnomathematics-Based Collaborative Problem-Based Learning (CPBL-E) as a foundation for developing an instructional model to foster children’s critical thinking skills. The study employed a quantitative descriptive survey design as a preliminary phase of a research and development project. Participants consisted of 123 early childhood education teachers selected through purposive sampling. Data were collected using the Collaborative Problem-Based Learning based on Ethnomathematics (CPBLE) questionnaire, which examined five dimensions: planning ethnomathematics-based CPBL activities, collaborative CPBL implementation, understanding and utilization of ethnomathematics, stimulation and assessment of children’s critical thinking skills, and implementation needs and institutional support. Data were analyzed using descriptive statistics, including means and standard deviations. The findings revealed that understanding and utilization of ethnomathematics obtained the highest score (M = 2.37, SD = 0.28), whereas collaborative CPBL implementation received the lowest score (M = 2.06, SD = 0.15). These results indicate that teachers possess a relatively strong conceptual understanding of ethnomathematics and critical thinking but continue to face challenges in implementing collaborative problem-based learning practices in classrooms. The findings highlight the need for a structured CPBL-E model to support meaningful, culturally responsive, and developmentally appropriate learning experiences in early childhood education.
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