Developing Malay Culture-Based Process-Oriented Guided Inquiry Learning (MCPOGIL) Model to Improve Mathematical Communication Skills and Student Curiosity

Abstract

This study aimed to develop a Malay Culture-Based Process-Oriented Guided Inquiry Learning (MCPOGIL) model to improve the mathematical communication skills and curiosity of seventh-grade students. Using the Plomp development model, the study followed three phases: preliminary investigation, design and prototyping, and test, evaluation, and revision. Participants were seventh-grade students from SMPN 2 Kisaran, North Sumatra, Indonesia, during the 2023/2024 academic year. The preliminary investigation identified the need for student-centered instructional materials aligned with the Kurikulum Merdeka and integrated with Malay-Asahan cultural contexts. During the design phase, the MCPOGIL model combined the six-phase POGIL syntax with local cultural elements, particularly the Nasi Hadap-hadapan tradition. Expert validation classified the model and its supporting materials including the model book, teacher's guide, and student textbook as "Very Valid," indicating their suitability for classroom implementation. Practicality was evaluated through two iterative field trials, with revisions to language and visual design resulting in a very positive student response rate of 92.24% in the second trial. The Wilcoxon Signed-Rank Test revealed statistically significant improvements in students' mathematical communication skills and curiosity following the intervention (p < 0.001). The Mann-Whitney U Test further demonstrated that the revised prototype outperformed the initial version (p < 0.001). Spearman's rho analysis indicated no significant correlation between mathematical communication skills and curiosity (r = −0.091, p = 0.610). Overall, the MCPOGIL model proved to be a valid, practical, and effective instructional approach for enhancing both cognitive and affective learning outcomes.