The aims of this study are (1) analyzing the need for teaching materials in the form of mobile modules in mathematics learning; (2) produce a draft outline of the ethnomathematics mobile module. The subjects of this study were the principal, mathematics teacher, seventh-grade students of Junior High School in Kudus, Indonesia. Data obtained from literature studies and field surveys include questionnaires, interviews, and FGD. The data analysis technique used is data triangulation with stages: reduction, data presentation, and conclusions based on data descriptions. The results showed that (1) students’ mathematical thinking skills are still low, teachers have not used application-based media, teachers have not developed ethnomathematical-based media, students need learning media that can improve mathematical thinking skills and make students interested in learning mathematics; (2) the ethnomathematics component of the mobile module is divided into 3 main parts, namely the introduction, the core, and the end. The introductory section includes the initial login page, instructions for use, and information regarding basic competencies. The core section contains the content of learning activities that contain ASEP (apperception), JAYA (cultural bridge), SITI (material description), EDI (self-evaluation). The last part contains motivational sentences.

Topics
Data visualization, Euclidean geometries, Students, Educational institutions, Learning and learning models, Teaching, Interviews, Careers and professions
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