Elementary School Students: A Practical Situation Analysis of an Ethnomathematics Learning Mobile Application
Abstract
This study aimed to analyze elementary school students’ didactical situation in traditional games using a mathematics learning mobile application. This study analyzed the traditional games of endog-endogan, engklek, and congklak, which originate from the Sundanese culture in West Java, Indonesia. This qualitative study used a didactic research design involving 524 students. In the learning obstacle stage, 304 students in grades 1-6 of elementary school participated. In the initial didactic stage, 152 students from grades 1-6 of elementary school were involved, while in the revised design stage, another 152 students from grades 1–6 elementary school were involved. The instruments employed in these stages were the obstacle learning test, worksheet, documentation, and observation. The study findings revealed that the subjects experienced learning obstacles in epistemology on addition, subtraction, integers, and fractions. Through the initial didactic design process and revision, a mobile ethnomathematics learning teaching material application was developed with optimal endog-endogan and engklek games, with almost all teachers’ predictions being the same as elementary school students’ responses. Hence, mobile applications featuring traditional games can serve as a viable alternative to facilitate the acquisition of mathematical knowledge, making the learning process more accessible and adaptable to the topics studied. This combination of mobile applications with traditional games in teaching fills the gap in the lack of potential research on ethnomathematics learning in elementary schools.
Keywords: mobile application, ethnomathematics, traditional games, elementary school students.
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