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Article submitted to journal
https://conference.unupasurua.ac.id/index.ph
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Subject Areas:
Mathematics Education, Learning
Innovation and Media, Learning Model
and Curriculum, Educational
Psychology and 21st-Century
Competencies, Ethnomathematics

Innovation in Learning: The
Pizza-Chips-MCA
Media
Based on Ethnomathematics
to Enhance Students' 4C
Skills and Self-Efficacy
Rani Darmayanti1* , Akhsanul Inam2 , Ribut Wahyu
Eriyanti3

Keywords:

Ethnomathematics, Project-Based
Learning (PjBL), 4C Skills, SelfEfficacy, Algebraic Function Limits,
Minimum Competency Assessment
(MCA)

*Author for correspondence:
darmayanti@unupasuruan.ac.id

1

Universitas Nahdlatul Ulama Pasuruan, Indonesia
Universitas Muhammadiyah Malang, Indonesia
3
Universitas Muhammadiyah Malang, Indonesia
2

Abstract
The performance of secondary school students in mastering numeracy
literacy and 21st-century competencies (4C) remains a global challenge,
compounded by conceptual difficulties in abstract material such as
Algebraic Function Limits and low student self-efficacy in mathematics.
The demands of the Merdeka Curriculum and the Minimum Competency
Assessment (MCA) necessitate a shift in the learning paradigm towards
more contextual and real-project-oriented methods. This study aims to
design, validate, and test the effectiveness of the digital learning media
Pizza Potato Chips-MCA, which integrates Project-Based Learning (PjBL)
and local Pasuruan Ethnomathematics (for example, geometry in carving
art motifs and the Terbang Rudat Dance) to overcome limit misconceptions
while simultaneously improving students' 4C skills and Self-Efficacy. Using
a Research & Development approach with a mixed-method design
(quantitative and qualitative), the research involved in-depth needs
analysis at six secondary schools in Pasuruan (August 2023–September
2024), development of pizza/chips analogous media, and effectiveness
testing through a One Group Pretest-Posttest design. The resulting media
obtained a Very Feasible validation (average validator score >4.50), and
was proven significantly effective, marked by an increase in the average
critical thinking score of students from 56.7 to 81.3, as well as a
measurable increase in self-efficacy. Conclusion: The integration of
Ethnomathematics PjBL through this contextual digital media is a valid,
practical, and effective pedagogical solution that successfully bridges
mathematical abstraction, strengthens global competencies (4C), and
builds students' self-confidence, in alignment with the goals of the
Merdeka Curriculum.

1. INTRODUCTION
Education at the global level, including in Indonesia, is at a critical juncture where the demands
of 21st-century competencies—especially the 4C skills (Critical Thinking, Creativity,
Collaboration, Communication)—collide with the reality of student achievement that still faces
serious challenges (Rizqi et al., 2023; Wang, 2022; Zysberg, 2021). The digital era and the
Industrial Revolution 4.0 require education to produce human resources who not only master
content but are also capable of analyzing complex problems, innovating, and working together

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effectively. In the national context, the shift in evaluation focus from the National Examination
t o the Minimum Competency Assessment (MCA) reflects this urgent need, where strong
numeracy literacy becomes the foundation for academic success across various disciplines
(Lestari, 2024; Lutfi, 2022; Ngereja, 2021). Therefore, innovation in learning strategies and the
development of relevant, interactive, and contextual media is imperative to achieve future-proof
education quality. However, amidst this global urgency, fundamental challenges in secondary
school mathematics learning, particularly in the Algebraic Function Limit material, remain
unresolved (Graham, 2022; Muhammad et al., 2023; Park, 2024). The main problem faced is a
deep-seated misconception where many students incorrectly interpret the concept of limit —for
example, assuming that when x approaches zero, x must equal zero—an error that indicates a
failure to grasp the abstract conceptual meaning. This cognitive crisis is exacerbated by the
affective dimension, namely the low level of self-efficacy (self-confidence) of students regarding
their ability in mathematics, a factor empirically proven to negatively impact motivation and
academic achievement (Bakhri et al., 2021; Bustomi et al., 2025; Faishal et al., 2024). The gap
between the abstract nature of Function Limits and the need for real application demanded by
the MCA creates a major pedagogical challenge that cannot be overcome by traditional teaching
methods which tend to rely on rote memorization and repetition.
Many previous studies have attempted to overcome this challenge through various approaches.
Research related to Project-Based Learning (PjBL) has been conducted by Mukaromah & Jannah
(2024), Reswara (2024), Rusmansyah (2023), Widiyanto (2021) documented that PjBL increases
intrinsic motivation and problem-solving skills by providing autonomy to students. However, the
weakness of these studies often lies in their too general focus on PjBL or case studies that do
not specialize in advanced abstract mathematics material like Limits, thus failing to provide
concrete solutions to address specific misconceptions. Furthermore, Ethnomathematics -related
research such as that conducted by Vedianty et al. (2024) highlights the importance of
integrating local culture to facilitate conceptual understanding, while the research by Gao,
(2021) explores geometry in the Batik Pasedahan Suropati motif in Pasuruan. The weakness of
existing Ethnomathematics studies is the tendency to focus on geometry or measurement
material at lower educational levels, while its integration with abstract calculus concepts and
the development of digital assessment tools (MCA) is still very minimal.
Based on the criticism of the limitations of previous research, the novelty of this study lies in
the synthesis of three innovative pillars that have never been comprehensively combined in one
medium: (1) Utilization of specific local Pasuruan Ethnomathematics (using elements such as
geometry in the Terbang Rudat Dance and carving art) as context, (2) the Project -Based
Learning (PjBL) pedagogical model which is student-centered and develops 4C, and (3) Digital
Concrete Analogy (Pizza Potato Chips) to visualize the abstract-to-real concept of Algebraic
Function Limits, while integrating the Minimum Competency Assessment (MCA) as an
independent digital assessment. This novelty aims to create a cognitive bridge for students to
respond to MCA numeracy demands through interactive contextual and digital practices.
Thus, the research gap filled is the absence of a digital learning media development model that
explicitly and integratively combines PjBL, Ethnomathematics, and MCA assessment to address
specific misconceptions of Algebraic Function Limits at the senior high school level. Previous
research, as shown by Rahmawati (2025) who tested PjBL for critical thinking in high school,
often only focused on one cognitive aspect, but failed to offer contextual solutions for abstract
material and had not simultaneously tested its impact on affective dimensions such as self efficacy. The main contribution of this research is providing a valid, practical, and effective media
blueprint that serves as a holistic response to the failure of traditional pedagogy.
The theoretical framework used in this research is the complementary Cognitive and Affective
theories. From the cognitive side, the Ethnomathematics approach (Effendi et al., 2022;

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Nugroho, 2024; Safitri, 2023) is used as a grand theory, viewing mathematics as a cultural
product, allowing students to construct new knowledge based on existing local wisdom. This
approach is strengthened by Vygotsky's Social Constructivism theory (1978) which emphasizes
the importance of social interaction and scaffolding in the PjBL environment, facilitating students
to learn within the Zone of Proximal Development (ZPD). Meanwhile, the affective dimension is
grounded in the Self-Efficacy Theory by Albert Bandura (1994). Bandura's theory finds that selfconfidence is a strong predictor of mathematical problem-solving skills, and can be increased
through mastery experiences created through real projects.
The core concepts used include: (1) Pasuruan Ethnomathematics which contextualizes Algebraic
Function Limits with local geometric patterns; (2) Analogous Media Pizza Potato Chips which
serves as a concrete visualization to bridge the abstraction of Limits (e.g., fractions and
proportions); (3) 4C Skills (Critical Thinking, Creativity, Collaboration, and Communication)
which are developed through the implementation of Project-Based Learning (PjBL); and (4)
Minimum Competency Assessment (MCA) as an integrated numeracy assessment framework
within the project. All these concepts are operationalized in a structured teaching module in
accordance with the Merdeka Curriculum Phase F+.
This research is very important and interesting to study because it offers a measurable and
future-oriented solution, amidst increasing global attention to the relevance of education to the
world of work. The development of the Pizza Potato Chips-MCA media not only aims to increase
cognitive scores (Limits) but also holistically addresses affective barriers (low self-efficacy) and
prepares students with essential non-cognitive skills (4C). By presenting mathematics through
a familiar cultural context (pizza and local culture) and an engaging project model, this research
proves that abstract mathematics learning can be transformed into a meaningful and
empowering experience.
Given this background and urgency, the main objectives of this study are: (1) To analyze the
needs for developing innovative learning media that are contextual and support MCA in high
school; (2) To design and validate the Pizza Potato Chips-MCA learning media based on the
Ethnomathematics Project on Algebraic Function Limits; and (3) To test the effectiveness of the
developed media on the increase in students' 4C skills and Self-Efficacy. The results of this study
are expected to provide empirical evidence (evidence-based research) and practical guidance
for educators and curriculum developers in implementing pedagogical innovations relevant to
the Merdeka Curriculum.

2. RESEARCH METHOD
This research uses a constructivism paradigm with a mixed methods approach, which systematically
combines qualitative and quantitative elements, to obtain a comprehensive understanding of the
development and impact of the Pizza Potato Chips-MCA learning media. This mixed approach is
crucial because the qualitative phase (needs analysis and cultural context) provides in-depth
understanding of the local Ethnomathematics elements to be integrated, while the quantitative phase
(effectiveness testing) allows for the measurement of the statistically significant impact on the
increase in students' 4C skills and self-efficacy. The choice of mixed methods, supported by similar
studies in education in the digital era (Musiimenta, 2023, 2024; Taba, 2022), ensures that product
validity is based not only on theoretical feasibility but also on empirical effectiveness in the field. The
flowchart in figure 1 :

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Figure 1. Flowchart the Research Method

2.1 Research Design
This research adopts the Research and Development (R&D) model using the Thiagarajan
or 4D development model, which includes the stages of Define, Design, Develop, and
Disseminate. The 4D model was chosen because it provides a systematic framework for
not only producing innovative media products but also ensuring the feasibility of these
products through expert validation and gradual field trials. Contemporary studies in the
development of digital-based teaching materials (Chauca, 2021; Matitaputty, 2024)show
that the 4D model is effective in ensuring that educational products meet established
instructional requirements, in line with the research goal of aligning the media with the
Merdeka Curriculum and MCA standards. Furthermore, to test the product's effectiveness,
this study uses the Pre-experiment One-Group Pretest-Posttest Design which provides an
overview of the change in student ability after the media intervention.
The description of Figure 1 shows that the first phase, Define, focuses on in-depth analysis
of student characteristics (learning needs and Limit misconception difficulties), task
analysis, and determination of instructional objectives that include the development of 4C
and self-efficacy (Aminuddin, 2021; Chang, 2022). The Design phase includes media
design, where the Limit concept is visualized through the Pizza and Chips analogy, and the
MCA digital assessment is integrated. The Develop phase is a crucial stage involving
validation by experts to ensure product feasibility (average validation score above 90% or
Very Valid category), followed by limited field trials (Pre-test, Intervention, and Post-test).
Finally, the Disseminate phase includes the distribution of the final product to schools in

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the Pasuruan region to ensure the media can be widely used by Grade XII students.
2.2 Data Collection
Data collection in this mixed-method research is designed to capture both product
feasibility (qualitative) and its effectiveness (quantitative), thus requiring tested and valid
instruments. The main techniques used include surveys, interviews, observations, and
tests. In the Define stage, initial interviews and surveys were conducted with teachers and
students at six high schools in the City and Regency of Pasuruan to gather qualitative data
regarding Limit learning problems, current self-efficacy levels, and relevant local cultural
elements (Ethnomathematics) to be contextualized, such as geometric objects at the Tjoe
Tik Kiong Temple site or marble games. After the product was developed, quantitative
data was collected through formative tests (pretest-posttest) to measure the increase in
critical thinking skills (part of 4C) and Likert scale questionnaires to measure changes in
Self-Efficacy, which is empirically proven to increase significantly through mastery
experience in PjBL. The use of structured observation and self-reflection by students and
teachers during PjBL implementation is also an integral part of the data collection phase
to enrich the qualitative results on the collaboration and problem-solving processes carried
out by students.
2.3 Data Analysis
Data analysis is performed sequentially according to the type of data collected, starting
from qualitative to quantitative data, to provide a holistic overview of the research findings.
For qualitative data (Define and validation stages), qualitative descriptive analysis through
the thematic network analysis technique is used to identify student needs, relevant cultural
contexts, and suggestions for improvement from media and material validators
(Ikhsanudin, 2025). Quantitative data, especially the pretest and posttest results of 4C
skills and Self-Efficacy scores, are analyzed using inferential statistics. The main analysis
technique to measure media effectiveness is a comparative hypothesis test (such as a
paired t-test) to compare the difference in mean scores before and after the intervention,
as well as the calculation of the N-Gain Score to determine the level of effectiveness of the
increase in cognitive learning outcomes. The validity of the instrument is tested using
Pearson analysis with the significance value approach (Sig. 2-tailed), which ensures that
all instrument items, such as the self-efficacy questionnaire which has high reliability, meet
excellent validity requirements.
2.4 Research Instruments
The instruments used in this study are divided into three main categories, each specifically
designed to measure different aspects in the 4D model. The first category is the Product
Validation instrument (media and material) in the form of a Likert scale questionnaire filled
out by expert validators (educators and curriculum experts) to assess product feasibility
based on effective, interactive, efficient, and creative aspects, the results of which must
reach an average minimum score of 90% or the Very Valid category. The second category
is the Cognitive Skill Test instrument, which is a pretest-posttest in the form of an MCAbased test (Minimum Competency Assessment), developed to measure students' critical
thinking and numeracy abilities on Algebraic Function Limit material. The third category is
the Affective Skill Test instrument, which is a student Self-Efficacy questionnaire designed
with a structured rubric to capture students' self-confidence in their mathematical abilities,
where this instrument has been validated and shows high reliability. The number of test
items and questionnaire items is adjusted to ensure comprehensive coverage of material
and indicators, with an observation rubric that assesses 4C abilities, including the ability

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to analyze information and solve problems.
The following table presents the details of the research instruments, focus of
measurement, and subjects involved in the study:
Table 1. Details of Research Instruments, Focus of Measurement, and Subjects
Focus of
Data
Number of
Testing
Location and
Measurement
Type
Items
Subject
Time of
Descripti
(Estimate)
Research
on
Media/Mate
Feasibility &
Qualitative
Adjusted to
3
SMA/SMK City and
rial
Practicality of
(Descriptiv Effective,
Content/Media
Regency of
Validation
Pizza-Chips-MCA
e Score 1– Interactive,
/Curriculum
Pasuruan (Aug
Questionnai
Media
5)
Efficient,
Experts
2023–Sep 2024)
re
Creative
indicators
Research
Instrumen
t

PretestPosttest

Increase in
Critical Thinking
Skills (4C) and
Numeracy of
Algebraic
Function Limits

Quantitativ
e
(Numerical
Score)

10–20 test
items (Critical
Thinking)

Experiment
Class (Grade
XII High
School
Students)

SMA/SMK City and
Regency of
Pasuruan (Develop
Stage)

Self-Efficacy

Change in
Student SelfConfidence
towards
Mathematics

Quantitativ
e (Likert
Scale
Score)

20–30
questionnaire
items

Experiment
Class (Grade
XII High
School
Students)

SMA/SMK City and
Regency of
Pasuruan (Develop
Stage)

Observation
& Reflection
Sheet

Collaboration
Process (4C),
Active
Participation, and
Media Use

Qualitative
(Field
Notes &
Descriptive
)

Structured
rubric for
assessing PjBL
performance

Teachers and
Students of
Experiment
Class

SMA/SMK City and
Regency of
Pasuruan (Develop
Stage)

Test

Questionnai
re

2.5 Validity and Reliability
he validity of the research instrument is an absolute prerequisite to ensure that the
measurements taken truly correspond to the concept being studied, which is done with a
dual approach. First, the Content Validity of the pretest-posttest and questionnaire
instruments is validated by at least three expert validators to ensure the suitability of the
test items with the Merdeka Curriculum, MCA standards, and Algebraic Function Limit
material, with the validation score results reaching the "Very Feasible" category (>4.50).
Aikens'V formula technique is used in this testing. Second, the Construct Validity of the
instrument is tested through factor analysis or similar on all self-efficacy questionnaire
items, while reliability is measured using Cronbach's Alpha for all Likert scale instruments
and the Kuder Richardson (KR-20) coefficient for cognitive test items, which collectively
ensures the consistency and stability of the measurement throughout the study.
2.6 Subjects and Location of Research
The subjects and location of the research were specifically chosen to ensure that the local
cultural context of Pasuruan could be integrated authentically and that the existing
academic problems could be addressed. This research was carried out in several high
schools spread across the City and Regency of Pasuruan, East Java, from August 2023 to
September 2024. The research population is all Grade XII (Phase F+) high school students

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taking Advanced Mathematics. The trial subjects in the Develop phase are a single
experimental group (One Group Pretest-Posttest) consisting of Grade XII students who
directly received the learning intervention using the Pizza Potato Chips-MCA media based
on Ethnomathematics PjBL, where this Pasuruan location was chosen for its rich culture,
such as the Batik Pasedahan Suropati motif and marble games, which can be linked to
mathematical concepts.
This research aims to answer three key questions (Research Questions), each of which will
be analyzed using measurable methods and techniques, as summarized in Table 2.2:
Table 2. Research Questions and Types of Analysis
No

Research Question

1

How is the development
process of the Pizza Potato
Chips-MCA learning media
based on the
Ethnomathematics Project on
Algebraic Function Limits?

Product
Feasibility
(Validity,
Practicality)

Qualitative
(Expert
Descriptive,
Interview)

Qualitative Descriptive,

Is there a significant increase
in students' 4C Skills (Critical
Thinking) after using the

Cognitive
Effectiveness

Quantitative
(Pretest-Posttest
Score)

Inferential Statistics
(Paired T-Test), N-Gain
Score Calculation

Affective
Effectiveness

Quantitative
(Likert Scale
Questionnaire
Score)

Inferential Statistics
(Paired T-Test),
Construct Validity Test
(Pearson Analysis)

2

Focus of
Evaluation

Pizza Potato Chips-MCA
3

media?
Is there a significant increase
in students' Self-Efficacy after
using the Pizza Potato ChipsMCA media?

Data Type

Types of Analysis
(Main Techniques)

Thematic Network

Analysis, Content
Validity Test (Aikens'V)

3. RESULTS AND DISCUSSION
Research Results
The presentation of the research results is divided into four main sub-sections, which
comprehensively outline the findings based on the Research & Development (R&D) stages,
starting from product validation to the empirical effectiveness analysis on cognitive aspects (4C
Skills) and affective aspects (Self-Efficacy).
3.1 Results of Needs Analysis and Ethnomathematics Exploration
The initial stage of the research (Define) indicated a significant gap between the demands
of MCA numeracy literacy and the mastery of abstract Algebraic Function Limit concepts
among high school students in Pasuruan. Based on field findings, it was found that
conventional learning processes failed to provide adequate visual bridges, leading to
misconceptions and low motivation. That is illustration media Pizza:

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Figure 2. Illustration Media

This finding was strengthened through in-depth interviews with a mathematics teacher
(Ms. Rani, Guru initial) who expressed difficulty in creating contextual learning media:
Interview Transcript (Mathematics Teacher, October 12, 2023):
Researcher: "Ma'am, what is the biggest difficulty for students in understanding Algebraic
Function Limits?"
Teacher: "The difficulty is the concept of approaching, not equaling. They are confused
about how x → 0 should not be equal to zero. Also, I have a lot of trouble finding media
that can visualize the Limit to infinity. If it's just the whiteboard, children quickly get bored
and consider mathematics abstract. We need real media, like food or local culture."
Responding to this need, the research then explored the local Pasuruan Ethnomathematics
context. Findings showed that various cultural elements contain mathematical concepts
that can be linked to Algebraic Function Limits. For example, the geometric patterns on
the Batik Pasedahan Suropati Motif, although initially used for Elementary School Geometry
concepts, provided inspiration about symmetry, fractals, and repeating patterns that can
be explored to explain the properties of limits. Furthermore, the exploration of other local
objects such as the Tjoe Tik Kiong Temple shows a rich mathematical linguistic landscape
through architecture and numerical patterns, which can be utilized for MCA problem
contexts.
3.2 Results of Validity Test and Feasibility of PIZZA-CHIPS-MCA Media
The developed Pizza Potato Chips-MCA learning media has gone through the validation
stage by content, media, and curriculum experts (Develop). The results of this expert
validation show that the media has a Very Feasible (Very Valid) quality for use in
mathematics learning.
Table 3. Results of Average Validation Scores of Learning Media
Validation Aspect
Average
Feasibility
Feasibility
Validator
Percentage
Category
Score
(Scale 5.0)
Content (Accuracy of
>4.50
92.59%
Very Valid
Limit Material &
Ethnomathematics)

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Media Design
(Interactive, Efficient,
Creative)
Overall Average

>4.50

94.44%

Very Valid

>4.50

93.52%

Very
Feasible

This high feasibility level (>90%) indicates that the media has met pedagogical and
technical criteria, where the Pizza Potato Chips analogy is considered effective in simplifying
the abstraction of mathematical Limits and proportions, making it a ready-to-implement
tool for effectiveness trials. That is a visually :

Figure 3. Visually Algebraic

Figure 3. visually verifies the design of the Algebraic Function Limit board game shaped
like a pizza that has been validated, integrating Pasuruan Ethnomathematics motifs and
the PjBL scheme (Analysis, Planning, etc.).
3.3 Significant Increase in Critical Thinking Skills (4C)
After the Pizza Potato Chips-MCA media was implemented using the Ethnomathematics
PjBL model (Intervention stage), a substantial increase occurred in students' cognitive
abilities, especially Critical Thinking skills. Analysis of the pretest-posttest data showed a
significant change in the average score, confirming the effectiveness of the learning model.
Table 4. Comparison of Pretest-Posttest Scores for Critical Thinking Skills
Result
Average Average Absolute Effectiveness
Variable
Pretest
Posttest Increase
Description
Score
Score
Critical
Thinking
Skills

56.7

81.3

24.6

Significant
Increase

The increase from an average of 56.7 (Sufficient category) to 81.3 (Good category)
indicates that the pizza-based project, which required students to critically and
collaboratively analyze case studies (Limit numeracy), successfully facilitated 4C skills. This
finding is consistent with previous studies showing that PjBL can effectively increase
academic achievement and students' critical thinking skills.
3.4 Increase in Student Self-Efficacy and Documentation of Activity Evidence
In addition to the cognitive aspect, the Pizza Potato Chips-MCA media was also proven

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effective in addressing affective problems, namely the low Self-Efficacy of students in
mathematics, which was measured through a validated Likert scale questionnaire.
Table 5. Summary of Student Self-Efficacy Increase Results
Self-Efficacy Aspect
PrePostFinding Implication
Intervention
Intervention
Category
Category
Confidence in Solving
Difficult Math Tasks

Low

Significantly
Increased

Proven to increase selfconfidence

Collaborative
Involvement and
Communication

Sufficient

Very Good

Students felt more
confident to
communicate in public

Qualitative Findings: Project-Based Learning Activities in the Field
The increase in self-efficacy is closely related to the "mastery experience" facilitated by PjBL.
During the project activity of making pizza and chips models, field facts were found that
reflected the increase in 4C skills and self-efficacy:
1. Collaboration and Creativity Activities: Student groups were actively seen discussing and
taking roles (e.g., Project Manager, Researcher) to ensure project deadlines were met.
Figure 3.2 and Figure 3.3 show the real activities of student groups in Scout/OSIS
uniform involved in making visual media (cutting, arranging, and discussing), which is
the core of the project's Develop phase.
2. Increase in Communication (4C) and Teacher Scaffolding: The guidance process by the
teacher was very crucial, seen in Figure 3.2 (bottom right) where the teacher provided
scaffolding to small groups.
Class Observation Transcript (November 20, 2024):
During the presentation session, one student who was initially shy (Student A) was now able
to clearly explain the process of solving the Limit problem, using the visual pizza media.
Teacher: "Student A, explain how this pizza media helps you understand the limit
𝑥
lim⁡𝑥→∞ 2 "
𝑥 +1

Student A: "Yes Ma'am. Initially we imagined x was the pizza dough, and x2+1 was the
amount of potato chips topping. The more topping there is, the pizza dough becomes like
it's barely there. So the value approaches zero, but is never zero. This presentation makes
me more confident, because this is not just a formula, but a real problem."
These findings prove that the integration of the Pizza Potato Chips-MCA media within the
framework of Ethnomathematics PjBL not only improves cognitive results but also builds
students' self-confidence, an important affective factor for long-term academic success.

4. RESULTS AND DISCUSSION OF RESEARCH FINDINGS
The discussion of the research results begins by elaborating on the product's feasibility and
effectiveness, which is then hierarchically critiqued through comparison with previous research,
before concluding with an in-depth analysis of the impact of the innovation on student
competence. The validation findings showing that the Pizza Potato Chips-MCA media reached
the Very Feasible category (93.52%) prove that the synthesis of Project-Based Learning (PjBL)

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with local Ethnomathematics and a concrete analogy of Algebraic Function Limits was
successfully realized in a quality teaching tool. The success of this validation is visually reflected
in Figure 3, which displays the design of the pizza-shaped interactive media that combines
Functional Limit symbols with traditional motifs, making it a unique aid to reduce cognitive load
in abstract material. The feasibility of this media, which is much higher than conventional elearning media, explores how crucial the holistic approach is—addressing material abstraction
through a familiar context (pizza/chips)—beyond just the technical quality of the digital tool, a
factor often missed in pure PjBL studies such as that reviewed by Pramasdyahsari (2024) and
Sangur (2023). Visually implementation Pizza-Chips in figure 4.

Figure 4. Implementation Pizza-Chips

The most significant achievement of this research is its empirical impact on the increase in
critical thinking ability (4C), which jumped drastically from 56.7 to 81.3. Deep reflection on this
finding shows that the contextualized PjBL model is very effective in forcing students to shift
from algorithmic learning (memorizing Limit formulas) to problem-solving that requires deep
analysis and exploration of diverse solutions. In figure 5, for making visual models.

Figure 5. visual models

In this context, the project of making visual models of Pizza and Chips, as documented in Figure
4 and Figure 5, serves as a vital cognitive scaffolding, enabling students to analyze Limit
numeracy problems within the MCA framework. This is critiqued based on the qualitative finding
that concrete visualization (pizza as modeling Limit proportion) is a catalyst that eliminates initial
misconceptions, such as the difficulty in distinguishing 'approaching' and 'equaling' (Teacher
Transcript), a finding that is in line with Vygotsky's theory on the importance of scaffolding and
social interaction to facilitate understanding of abstract concepts.
In addition to the cognitive impact, this media also showed a transformative impact on the
affective dimension, particularly the increase in student Self-Efficacy. This increase is
strengthened by Bandura's Theory of mastery experience, where students feel capable
(increased self-efficacy) because they successfully complete real projects, collaborate with

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peers, and present their results, all of which were recorded in field activities (Figure 3,4,5). The
increase in collaboration and communication (the other two 4C elements) during the project
also strengthened self-efficacy, where a safe environment encouraged students to dare to voice
opinions and present complex mathematical ideas in public. The utilization of Pasuruan
Ethnomathematics in the design (batik motif) and problem context, critiques older
Ethnomathematics research Musawwir (2021), Rochmadi (2023), Widebdo (2024) which was
limited to Elementary School geometry, by elaborating the integration of culture for high school
calculus material. Therefore, Pizza Potato Chips-MCA is not only a cognitive and numeracy
remedy tool (according to MCA) but also a catalyst for character relevant to the Merdeka
Curriculum, making it a valid, practical, and effectively tested pedagogical solution to overcome
the failure of conventional pedagogy in secondary school mathematics subjects.

5. CONCLUSION AND SUGGESTION
Conclusion
Based on the results of the Research and Development on the Pizza Potato Chips-MCA media
based on the Ethnomathematics Project on Algebraic Function Limits, several main conclusions
were obtained that answer the objectives and problems of the research:
1. The development process of the Pizza Potato Chips-MCA media using the 4D model (Define,
Design, Develop, Disseminate) successfully created a learning tool that effectively integrates
Project-Based Learning and local Pasuruan Ethnomathematics into the abstract mathematics
material of Algebraic Function Limits.
2. The resulting learning media has been validated by material and media experts, showing a
very high feasibility level (average validation score >4.50 or 93.52%), so the media is
declared Very Valid and ready for use without major revision.
3. The implementation of the learning model based on the Pizza Potato Chips-MCA media was
proven significantly effective in improving students' cognitive abilities, especially Critical
Thinking Skills (part of 4C), with the average score increasing drastically from 56.7 (pretest)
to 81.3 (posttest).
4. The use of this media also succeeded in overcoming students' affective problems, which
was proven by a significant increase in the Self-Efficacy dimension (self-confidence) of
students regarding their ability to solve complex mathematical problems.
5. This innovation provides a valid and contextual pedagogical solution that successfully
bridges the misconception of Algebraic Function Limits with local cultural reality and the
demands of numeracy literacy mandated by the Minimum Competency Assessment (MCA)
and the Merdeka Curriculum.
Suggestion
To ensure the sustainability and wider impact of this proven effective Pizza Potato Chips-MCA
media innovation, it is suggested that teachers consistently adopt the PjBL model integrated
with Ethnomathematics, utilizing contextual and digital media in learning to build mastery
experience and student self-confidence, especially to overcome other abstract mathematical
concepts such as derivatives or integrals. Further research is highly recommended to conduct a
broader and longer-term longitudinal study to assess the continuous impact of this model on
student self-regulated learning and to test the generalization of this media in different cultural
contexts and mathematical materials outside Pasuruan, for example by exploring artifacts from
the Pugung Raharjo Ancient Site or other local cultural objects to complement the treasury of
Ethnomathematics in the high school curriculum.

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