Fostering Students' Interest in Mathematics Learning With the Utilization of Ethnomathematics Through Makkudendeng Traditional Game

Abstract

Interest in learning is one important factor that determines student success in learning. Low student interest in learning is associated with their ability to master the concept of summing whole numbers. This study aims to foster students' interest in learning mathematics through makkudendeng traditional game. The research method is design research starting from the preliminary design, design experiment, and retrospective analysis. The research subjects were students in grade II primary school. The results of this study conclude that the makkudendeng traditional game, which is used as a learning resource in learning the addition of whole numbers, has relevance to the indicators of learning interest, which include: pleasure in learning, interest in learning, attention, and involvement in learning. It is because students learn while playing. So, the makkudendeng traditional game can be a solution to foster students' interest in learning mathematics.

Learning trajectory of quadrilaterals learning using the context of Burongko Bugis cake to improve students’ critical thinking

“…In addition, the application of the Local Instruction Trajectory in a Burongko cake can shape students' character, such as self-confidence, sympathy, empathy, respect for others, awareness of social problems and a social spirit, and responsibility. These results support several previous research results that state that learning activities related to daily activities, namely ethnomathematics, can be a starting point in learning mathematics (Risdiyanti et al, 2019;Risdiyanti & Indra Prahmana, 2020;Prahmana, 2015;Fitri & Prahmana, 2020;Prihastari, 2015;Supiyati et al, 2019;Pujawan et al, 2020;Aras & Zahrawati, 2021) Students' critical thinking in solving quadrilaterals problems after the learning process using the ethnomathematical context showed no significant difference in the geometric problem-solving process between students with high mathematical and low mathematical abilities. It is shown based on the results of the problem-solving ability test where students who have the high mathematical ability get a score of 90 and students with the low mathematical ability get a score of 79, and based on the results of interviews, students with high mathematical ability and low mathematical ability are both able to make an interpretation, analysis, evaluation, and good decision.…”