Integrating Anging Mammiri Cultural Values into Learning to Improve Students' Problem-Solving Skills

Abstract

Problem-solving skills are essential in higher education, requiring contextual learning approaches grounded in cultural values. This study aimed to (1) identify students’ learning needs and formulate educational values within the Anging Mammiri culture, (2) develop a prototype of a culture-based learning model, and (3) test its effectiveness in improving problem-solving skills. A total of 109 participants were involved: 60 students for needs analysis, 5 lecturers and 5 cultural experts in the preliminary stage, 5 expert validators in the development stage, and 44 students (22 experimental, 22 control) in the evaluation stage. The research followed Plomp’s (2013) model, consisting of preliminary research, prototype development, and evaluation. Outputs included instructional syntax, lesson plans (RPS and SAP), student worksheets (LKM), essay tests, and assessment rubrics. Validation by five experts showed high feasibility, with scores of 96–100% across content, construct, and language. The Anging Mammiri syntax was based on Greenstein’s (2012) problem-solving framework defining problems, designing solutions, evaluating alternatives, selecting the best solution, and reflecting and implementing mapped to cultural traditions: Ma’manu-manu, Ma’pese-pese, Assamaturu’, Tudang Sipulung, Ma’ppadendang, and Sipakainga. Effectiveness testing with a pretest–posttest control group showed greater improvement in the experimental group (54.5%) than the control group (35%). Further analysis revealed that experimental group students could analyse problems from multiple perspectives, design contextual solutions, evaluate alternatives critically, and reflect on ecological implications. This study extends Greenstein’s framework by integrating local cultural dimensions and contributes contextual learning strategies relevant to ecological issues and the conservation of endemic species.