Exploration of cultural values for learning mathematics in elementary school (original) (raw)
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Mathematics learning requires real situations that are often encountered by students. Students' diverse backgrounds and the presence of local wisdom from the surrounding community can actually be utilized for mathematics learning. Proposed an ethnomathematicsbased curriculum to be implemented in mathematics learning [1]. The curriculum contains literacy, matheracy, and technocracy. In this article, researchers explain how teachers can utilize ethnic culture and traditions in the region for use in mathematics learning. This research, conducted in Wonolelo Village, where the village annually organizes Ki Ageng Wonolelo Traditional Ceremony. Researchers tried to link some tools used during the ceremony with school math. The hope is to add literacy to the objects around students that can be tied to school math. The objective is for mathematics learning to be meaningful and for the local culture not to be forgotten by future generations.
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https://www.ijrrjournal.com/IJRR\_Vol.10\_Issue.3\_March2023/IJRR-Abstract27.html, 2023
Quick influence on the success of the teaching and learning process can be done by developing an innovation and learning tools, one of which is through modules as teaching materials. The creation of an ethnomathematics module based on Lombok culture is expected to help develop students' mathematical literacy skills. The purpose of this development research is to get feedback from users and ensure the validity of the module. The subject of this research is Majuwet Elementary School in Lombok. This type of research is Research and Development (R&D) based on the 4D research and development model. The stages carried out are the definition stage ( Define ), the planning stage ( Design ), the development stage ( Development ), and the deployment stage ( Disseminate ). Collecting data in this study using tests, questionnaires and documentation. The results showed that the Lombok culture-based ethnomathematics module was declared valid based on the validity test. The results of the data analysis of material experts obtained 0.67 results with valid categories, media experts obtained 0.80 results with valid categories, 81% small-scale trials with agreed criteria, 87% large-scale trials with strongly agreed criteria, practicality test by the teacher 76% with practical criteria. The practicality criteria and the N-gain value show that students' mathematical literacy abilities have increased after using the modules in the learning process, with a value of 0.54 in the medium category. This research produced a valid and practical module in improving students' mathematical literacy skills and effectively used in the learning process in class IV mathematics.
Integrating Ethnomathematics in Mathematical Learning Design for Elementary Schools
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The innovation of mathematics learning in elementary school is urgently required since a culture crisis is getting worse. Mathematics teaching learning is still centered on teachers and gives less attention to the role of local culture as great values and learning source especially in Purworejo district. The specific objective of this research is to produce mathematics learning design which focuses on ethno-mathematics-based teaching-learning instruments with local culture setting. The research method employed is design research in which each cycle consists of research preparation stages, implementation of the design, analysis of data obtained from previous stage. Steps taken in research preparation stage are analyzing literatures, discussing with teachers, designing Mathematics learning instrument with local culture and analyzing preliminary design.The initial product of this research is learning instruments realized in learning books which consist of teacher books, student books, ...