Elementary school students reflection: Didactical design analysis on integer and fraction operations on mathematical concepts with Sundanese ethnomathematics learning
DOI:
https://doi.org/10.47750/pegegog.12.04.19Keywords:
Education, ethnomathematics, CultureAbstract
This article aims to analyze the elementary school students’ didactical situation in traditional games through ethnomathematics learning. The traditional game studied was Endog-Endogan or egg games from Sundanese culture, West Java, Indonesia. This qualitative and quantitative study applied the design didactic learning stage. The quantitative study employed the Rasch Winstep Model to survey elementary school students as respondents in implementing Endog-Endogan games in mathematics learning as many as 56 students in grades 2 to 6. The instruments used in this stage were the worksheet, documentation, and observation. The study results obtained data that the didactic design process in ethnomathematics learning teaching materials could be optimal with Endog-Endogan games because almost all teacher predictions were equal to elementary school students’ responses. Besides, traditional games can be used as a solution to make learning mathematics easy and flexible with the mathematical concepts taught
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