Currently, mathematics education is undergoing a transformation through the integration of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach which aims to create a more relevant and contextual learning experience. The multidisciplinary STEAM approach has been shown to increase student engagement and enrich their learning experience. Research [1] shows that learning initiatives that integrate STEAM are becoming popular in various countries as an effort to prepare students for the 21st century. The popularity of STEAM learning is seen in schools across the United States, as well as in parts of Europe, Asia, and Australia [2] STEAM-based curricula and STEAM-themed schools are now emerging around the world [3].In Indonesia, STEAM learning has been introduced along with similar developments in various countries in the last three decades [4].The outcomes of STEAM education include increased academic achievement, mastery of 21st-century competencies, persistence in learning, readiness for STEAM-related jobs, and increased STEAM interest and identity, and the ability to connect STEAM disciplines. STEAM combines the arts with STEM learning to enhance student engagement, creativity, innovation, problem-solving skills, and other cognitive benefits in Science, Technology, Engineering, and Mathematics (STEM) [5-7]. The STEAM approach emerged in response to the need to enhance students' interests and skills by eliminating the boundaries between academic subjects, so that science, technology, engineering, arts, and mathematics can be integrated in an integrated curriculum. However, the implementation of STEAM in the Indonesian curriculum system is limited due to the separation between subjects. Therefore, innovation in learning design is needed so that the STEAM approach can be applied effectively in this context.

Research on STEAM learning in various countries has identified various implementation models and their impacts. [8] designed a flexible STEAM learning space that considers learner diversity as a key element in creating an inclusive and humanistic educational experience. [9] investigated the stages of an integrated teaching unit to explore how STEAM programs can provide deeper mathematics learning experiences. [10] reported that students who engaged in STEAM activities showed higher metacognitive awareness compared to those who followed traditional mathematics learning methods. This study recommends the integration of STEAM activities in mathematics classes and evaluates their effectiveness on students' metacognitive awareness. [11] concluded that STEAM learning supports the development of data literacy, critical thinking, creativity, computational, and problem-solving skills. [12] assessed the effectiveness of a STEM program using a Hierarchical Linear Model (HLM) in an urban Ohio middle school, finding that integrated STEM education had a positive and significant impact on student achievement in mathematics and science. However, [13] observed that teachers still lacked understanding of STEAM learning concepts and practices despite implementing a STEAM-based project. Their findings suggest the need for attention to student readiness and needs and the design of STEAM learning tools that are in accordance with core competencies and learning indicators. [14] developed a pedagogical framework and design principles for STEM learning environments. Existing research suggests that integrating STEAM into learning, such as mathematics, can improve students' knowledge and skill competencies.

However, the implementation of STEAM faces challenges, especially in areas with strong local cultural richness, such as the Bugis-Makassar region. Integration of local wisdom into STEAM learning is important not only to strengthen students' cultural identity but also to improve their conceptual understanding of mathematical materials. Many international STEAM programs require sophisticated facilities and technology, but STEAM can also be implemented by utilizing the surrounding environment as a learning resource, as long as the learning objectives are achieved. One strategy is to be based on local wisdom, such as in Bugis-Makassar, which includes values, traditions, and daily practices. These cultural elements, such as traditional navigation systems, carving patterns, and traditional house construction, offer great potential for integration into STEAM-based mathematics learning. However, there is still a lack of in-depth research on how the integration of this local wisdom affects the achievement of students' conceptual knowledge competencies.

Previous research has shown that culturally responsive learning can improve students' understanding of complex academic concepts. A study [15], for example, highlighted that a learning approach that incorporates local cultural elements can strengthen student engagement and provide a clearer context for understanding the material. However, there is still a lack of empirical studies examining the effectiveness of this approach in the context of STEAM-based mathematics education, especially in a culturally rich region such as Bugis-Makassar. Bugis-Makassar has a rich cultural heritage that reflects the use of mathematics in various aspects of daily life. Traditional house construction, for example, involves complex geometric calculations, while traditional sea navigation uses mathematical principles to determine direction and distance. Integrating these elements into the mathematics curriculum will not only make learning more relevant but can also have an impact on improving students' conceptual understanding of mathematics effectively in a more meaningful and contextual way.

Furthermore, the STEAM approach combined with local wisdom is expected to strengthen the relationship between theory and practice in mathematics learning. This is in line with research conducted [16], which shows that local context and culture can play an important role in building students' conceptual understanding and improving their problem-solving skills. In the Bugis-Makassar context, this integration can help students see the relevance of mathematics in their daily lives, thereby increasing learning motivation and deeper understanding. Mathematics learning can be designed problem-based by involving STEAM elements in teaching materials and student work to construct conceptual knowledge understanding effectively through contextual problem solving derived from Bugis Makassar local wisdom.

However, the challenges faced in implementing this approach are not few. The development of appropriate teaching materials, adequate teacher training, and strong policy support are needed to ensure that this integration can be effective. This includes a deep understanding of local culture by educators, as well as their ability to link mathematical concepts to relevant cultural practices. A study [17] emphasized the importance of community involvement in the learning process to ensure the sustainability and long-term success of a culturally responsive approach. The urgency of STEAM learning based on local wisdom lies in its ability to make education more relevant, meaningful, and effective in shaping students' character. This approach can not only improve learning outcomes but also ensure that local culture and values ​​remain alive and appreciated by the younger generation. Local wisdom-based learning makes the subject matter more relevant and contextual for students. When students learn in a context they are familiar with, such as their local culture and environment, they tend to understand and appreciate the subject matter better [18],For example, using mathematical examples taken from Bugis Makassar culture makes it easier for students to understand concepts because they can relate them to their daily lives [19]. The integration of local wisdom in STEAM learning, in addition to supporting the formation of conceptual knowledge competencies, also has a side effect, namely strengthening students' values ​​and character. Education that combines local cultural elements helps instill moral and ethical values ​​that come from local traditions and cultures. This not only fosters a sense of pride in one's own culture but also helps shape better character in students. Local wisdom-based STEAM supports the development of 21st century skills such as critical thinking, creativity, collaboration, and cultural literacy. Students not only learn STEAM concepts, but also how to apply them in real contexts that are relevant to their culture, which are important skills in the era of globalization [20].

This study attempts to fill the gap in the literature by exploring how the integration of Bugis-Makassar local wisdom into STEAM-based mathematics learning can improve students' conceptual knowledge competence. The results of this study are expected to not only provide new insights for curriculum development and educational practices in Indonesia but also serve as a model that can be applied in other regions with similar cultural richness. By combining an innovative STEAM approach with local wisdom, this study has the potential to create a new paradigm in mathematics education that is more inclusive and contextual. Ultimately, this study can make a real contribution to improving the quality of education in Indonesia, especially in terms of achieving students' conceptual knowledge competence in more relevant and culturally-based mathematics learning.

The purpose of this study was to determine the effectiveness of STEAM integration based on Bugis Makassar local wisdom in mathematics learning in South Sulawesi. Learning effectiveness is measured based on the achievement of students' conceptual knowledge competence in mathematics learning at school, student activities during learning, and student responses to STEAM-integrated mathematics learning based on local wisdom. The focus of measuring conceptual knowledge of mathematics in this study is the concept of Relations and Functions. Relations and functions are one of the mathematics teaching materials for grade VIII students of Junior High Schools (SMP) as the curriculum used in Indonesia. The results of preliminary studies conducted by several previous researchers found that the ability of junior high school students to understand the material on relations and functions stated that students still lacked mastery of the problems faced. Most students considered the questions difficult, students were less enthusiastic in understanding the questions, and students also felt confused in solving the questions given [21-23].

This study used an experimental research design involving one group of junior high school students in South Sulawesi, Indonesia. This experimental group received a mathematics learning treatment that integrated STEAM based on local wisdom of Bugis Makassar. The learning model used was the problem-based learning model (PBL).

The group of students who received this learning treatment were 32 students of class VIII of SMP Negeri 27 Makassar. This group of students was randomly selected from class VIII students of junior high schools in South Sulawesi. The learning treatment design implemented is as shown in the following chart.

Figure 1. Flow of learning activities

To support students in constructing conceptual knowledge of Relations and Functions in learning, learning support devices are developed as student learning resources, namely teaching materials and worksheets. The following are some examples of material presentation in teaching materials.

Figure 3. Display of activity instructions in the worksheet

The research data needed to analyze the effectiveness of learning are (1) data on the achievement of conceptual knowledge competencies in learning, (2) data on student activities during learning, and (3) data on student responses to STEAM-integrated mathematics learning based on Bugis Makassar local wisdom. The data collection techniques used in this study were (1) tests, (2) student activity observation sheets, and (3) student response questionnaires. This test instrument is 

used to measure the mastery of conceptual knowledge competencies in mathematics in STEAM-integrated mathematics learning based on Bugis Makassar local wisdom. The student activity observation sheet is used to measure student activity in STEAM-integrated mathematics learning based on local wisdom. The student response questionnaire is used to measure student acceptance responses to STEAM-integrated mathematics learning based on Bugis Makassar local wisdom. The indicators of conceptual knowledge competencies in mathematics measured in the test refer to the assessment rubric, as in table 1 below.

Table 1. Rubric for assessing conceptual knowledge competencies in learning

Data analysis techniques using descriptive qualitative methods are carried out by 1) preparing and organizing data for analysis, (2) exploring and coding data, (3) coding to build descriptions, (4) representing and reporting findings, (5) interpreting results, and (6) validating the accuracy of findings [24]

Data analysis of conceptual knowledge competency achievement in learning is carried out based on student performance assessment in constructing conceptual knowledge and the completeness of conceptual knowledge competency achievement results after learning. The effect size of learning mathematics integrated STEAM based wisdom local Bugis Makassar towards formation competence knowledge conceptual uses Cohen's d formulation. Effect size was analyzed using Cohen's-d value with the classification: small effect sizes ( d = 0.2), medium ( d = 0.5), and large ( d ≥ 0.8) [25-27] 

Analysis of student activity data in learning was carried out by calculating the percentage (S_t ) of students involved in learning activities with the criteria in table 2 [28]

Table 2 Criteria for Student Activeness in Learning Activities

Data analysis of student responses to STEAM-integrated mathematics learning based on local wisdom of Bugis Makassar was carried out by calculating the percentage of students who responded to the main aspects of learning in the criteria as in table 3 below [28]

Table 3. Student Response Criteria for Learning

Results

The quantitative description of student performance during the three learning processes to develop conceptual knowledge competencies is as shown in Table 4.

Table 4. Development of student performance in building conceptual knowledge

The development of student performance in building conceptual knowledge in three learning sessions is depicted in Figure 4.

Figure 4. Graph of student performance development in building conceptual knowledge

Results​ analysis completion of conceptual knowledge competency achievement after learning exposed in Table 5.

Table 5. Completion Individual  and  Classical Achievement Competence Understanding Draft

The comparative graph of achievement of completeness and percentage of classical completeness of conceptual knowledge for each conceptual knowledge indicator used is presented in Figure 5.

Figure 5. Graph Achievement Completion and Percentage Completeness Classical Understanding Draft

Average achievement competence understanding draft after learning reach criteria minimum completeness is 76.60 exceeding 75.00. All indicator understanding draft finished achieved by students in a way individual . In classical 71.875% of students reach Minimum completion of 75.00. The effect size of the implementation of integrated mathematics learning based on Bugis Makassar local wisdom on the achievement of conceptual knowledge competency based on Cohens' d value is 0.307 which is classified as moderate.

Student activity data during the STEAM integrated mathematics learning process based on local wisdom of Bugis Makassar was analyzed for each observed activity indicator. The results of the analysis of student activity data in STEAM integrated mathematics learning based on local wisdom are presented in Table 6.

Table 6. Activities Student In Learning Mathematics

Student activity in learning mathematics integrated STEAM based PBL model wisdom local Bugis Makassar during three learning meetings is 8.4 % are in the St value interval of 80-100 with a very active category. In all observed indicators, students are actively engaged, even activities that are directly related to STEAM and local wisdom, students are very actively involved in learning.

Aspect response students who are poured In the questionnaire, the responses were divided into six aspects, namely responses to scenarios or learning steps, use of teaching materials, LKPD, integration of STEAM and local wisdom, assessment of the learning process and outcomes, and classroom management. Students responded to the implementation of mathematics learning using the STEAM and local wisdom integrated PBL model. The results of the analysis of student response data on the implementation of the STEAM and local wisdom integrated PBM model are described in table 7.

Table 7. Analysis Results Response Student To Learning

There are 3 to 8 students give negative response to aspects learning . Responses negative This given by students with various The reasons include that learning that involves elements of science and technology when studying mathematics is something that is not normal followed . These students still need an adaptation process to be able to involve STEAM in the mathematics learning they are following .

Mathematics learning integrated STEAM based on local wisdom, students find it easier to understand mathematical concepts when they are linked to the context of everyday life and local culture that they are familiar with. For example, using the context of traditional houses, ballalompoa cultural houses, traditional Bugis Makassar games to teach the concept of Relations and Functions helps students see the real application of mathematics in their culture. This approach increases student engagement and motivation because the material taught is relevant to their own environment and experiences. Higher engagement usually leads to improved learning outcomes. STEAM based on local wisdom encourages students to think critically and creatively in solving problems that are relevant to their lives, which can deepen their understanding of mathematical concepts. Integrating local wisdom into learning helps students appreciate and understand their culture, which increases their sense of identity and emotional connection to the subject matter. This can strengthen intrinsic motivation to learn. STEAM combines various disciplines, including science, technology, engineering, art, and mathematics, which allows students to see the relationship between mathematics and other fields, broaden their perspectives and improve their ability to apply mathematical concepts in various context . Research conducted in Thailand shows that the integration of local wisdom with STEAM education helps students develop innovative competencies through the engineering design process, which ultimately improves their learning outcomes [29] In Indonesia, research that developed animated learning media based on local wisdom also showed a significant increase in student learning outcomes. In this study, animated media designed based on Kalimantan local wisdom effectively increased students' post-test scores compared to pre- test scores [30]. Mathematics learning with the STEAM integrated PBM model based on local wisdom not only helps students understand mathematical concepts better, but also improves their ability to apply, analyze, synthesize, and evaluate information in real contexts. This shows that this approach is effective in improving students' conceptual knowledge competencies. [31] stated that the implementation of PBL can improve students' mathematics learning outcomes at the junior high school level. Integrated STEAM-based PBM learning based on local wisdom makes the subject matter more relevant to students' daily lives.

The use of the PBL model in STEAM-integrated mathematics learning based on local wisdom of Bugis Makassar fosters an atmosphere where students learn to apply concepts from science, technology, engineering, art, and mathematics to solve problems holistically. This is in line with research conducted [32,33].In addition, [34] stated that in PBL, the problems faced by students often have a real-world context that is relevant to various disciplines. This allows students to see the relationship between mathematical concepts and other sciences such as physics, technology, and art. In addition, [35] stated that PBL encourages teamwork where students work in groups to solve problems. This develops collaboration and communication skills that are essential in STEAM projects. Through discussion and sharing of ideas, students can deepen their conceptual understanding and learn to see a problem from multiple perspectives. Thus, the problem-based learning model can develop conceptual knowledge competencies in the STEAM context because it allows students to learn contextually, collaboratively, and multidisciplinary, and increase their involvement and motivation in the learning process. The formation of such a learning atmosphere encourages students to give a positive response to STEAM-integrated mathematics learning based on Bugis Makassar local wisdom.

STEAM integration based on local wisdom of Bugis Makassar is effectively applied in mathematics learning in South Sulawesi. The average achievement competence understanding draft after learning reach criteria minimum completion 75.00. Effect size of the application learning mathematics integrated based on wisdom local Bugis Makassar towards achievement competence knowledge conceptual classified as currently.

Student activities in learning mathematics integrated STEAM based wisdom local Bugis Makassar is considered very active. Students who have follow learning mathematics integrated STEAM based wisdom local give response positive.

The authors declare that they have no conflict of interest

No funding sources

The study was approved by the Universitas Negeri Makassar

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