Endi Zunaedy Pasaribu, Zul Amry, Edy Surya, Mukhtar, Edi Syahputra, Elmanani Simamora, Mesra Wati Ritonga
Mathematical critical thinking is an essential competency in twenty-first-century mathematics education, yet conventional instruction often fails to develop students’ higher-order thinking skills effectively. This study aimed to develop a Bilah Panai Culture-Integrated Problem-Based Learning Model (PBM–BP) that is valid, practical, and effective in enhancing senior high school students’ mathematical critical thinking skills. The study employed a research and development approach using the Plomp model, consisting of preliminary investigation, design, realization, testing, evaluation, revision, and implementation phases. The model integrates Bilah Panai cultural practices through pantun as a cognitive warming-up strategy and merisik/telangkai as a local inquiry process within problem-based learning. Participants were Grade 10 students at a senior high school in North Sumatra, Indonesia. Data were collected through validation sheets, observation sheets, questionnaires, and mathematical critical thinking tests, and analyzed using descriptive and inferential statistics. The results showed that the PBM–BP model met the criteria of validity, practicality, and effectiveness. Expert validation produced content and construct validity scores of 4.02 and 4.40, respectively. The model was perceived as highly practical by teachers and students, while its effectiveness was demonstrated by an increase in students’ mathematical critical thinking achievement from 72.22% to 86.11%. The novelty of this study lies in positioning culture as a mechanism of mathematical thinking through pantun-based cognitive activation and merisik/telangkai-based inquiry, contributing to the advancement of ethnomathematics and culturally responsive mathematics education. © 2026 Authors.
Universitas Negeri Medan, Indonesia; Universitas Al Washliyah, Indonesia
