INTEGRATING ARTIFICIAL INTELLIGENCE AND ETHNOMATHEMATICS FOR CONTEXTUAL LEARNING: AN EXPLORATION OF PRIMARY SCHOOL TEACHER NEEDS IN MELAWI REGENCY

Abstract

The rapid development of Artificial Intelligence (AI) in education and the need to preserve local wisdom through ethnomathematics present a challenge for primary educators. This study aims to explore the needs and readiness of primary school teachers in Melawi Regency in integrating AI and ethnomathematics for contextual mathematics learning. Using a descriptive quantitative approach, data were collected through questionnaires distributed to teachers from various primary schools in Melawi. The instrument measured variables such as the need for AI-based media, digital content creation competence, and perceptions of integrating local culture into mathematics. The analysis results indicate a strong demand from teachers for AI tools to facilitate the creation of teaching materials, as well as high interest in gamification adapted to local culture. However, a significant gap was found in technical skills and training support. These findings recommend the development of a specific training curriculum that combines technical AI literacy with ethnomathematics pedagogy to support teachers in creating relevant, culturally grounded, and technologically advanced learning environments.