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Muhammad HanifSeguir

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- Didactical design integer operation number of Sundanese ethnomathematics online learning during covid 19 pandemics with Endog-Endogan games in pre-service elementary school students S.Supriadi, F. Robiansyah, D. Wardana, Y. Yunia, N. Syahda 1 2 3 4 5 Primary School Teacher Department Universitas Pendidikan Indonesia, Serang Campus 2021
- 1 2 3 4 5 INTRODUCTION Mathematics learning will be more effective if students are actively involved in being associated with local culture with mathematical creative thinking skills. Sundanese ethnomathematics is one way to connect Sundanese culture with mathematics. One of the cultures that can be used is the traditional endog-endogan game that can help solve the problem of learning difficulties in mathematics in mathematical creative thinking skills. With the difficulties experienced by students, namely the difficulty of conveying ideas in the learning process so that lecturers must think creatively so that students can understand learning. Therefore, the idea of endog-endogan games to be flexible in applications with the concept of integers. After getting used to it, students can come up with other ideas in learning and can connect mathematics learning with cultural values. The research subjects used were 76 students as respondents in learning barriers, 26 students at the initial didactic design stage, and 42 students at the didactic design revision stage. Data were obtained using learning barriers test instruments, initial didactical design and revision of the didactic design [2] I. Verner, K. Massarwe, and D. Bshouty, “Constructs of engagement emerging in an ethnomathematically-based teacher education course,” J. Math. Behav., vol. 32, no. 3, pp. 494–507, Sep. 2013, doi: 10.1016/J.JMATHB.2013.06.002. 2
- 2 3 4 5 This study uses a qualitative research approach with DDR (Didactical Design Research) methods. Qualitative methods are used to describe the results of the analysis of the learning obstacles experienced by students in the integer operations material. The process carried out in this research is by analyzing the learning obstacle of students which is carried out at the didactic situation analysis stage: 1 METHODS Analysis Of Didactic Situation Analysis of Metapedadidactic Analysis of Retrospective . Analysis of Metapedadidactic was carried out by the lecturer before, during, and after the trial of teaching materials The analysis of didactic situation was carried out by a lecturer in the development of teaching materials before being tested in learning events. Analysis of Retrospective, conducted by the lecturer after the trial of teaching materials.
- 1 2 3 4 5 RESULT & DISCUSSION This part will be explained into 3 sections. they are Learning Obstacle test, First Didactic Design, and Revision of Didactic Design mathematical creative thinking skills (flexibility, originality, and collaboration) Q1. Do you know the endog-endogan game shown in the picture below? Figure 2. Online Learning Situation in Covid 19 Pandemic
- 1 2 3 4 5 Learning Obstacle (LO) TEST Here are the questions in the LO test: 1. How to teach the concept of addition 5+2=7 using one of the traditional games you know? (fluency indicator) Student Response: Using a number line game because of the additional slides to the right. At first, the child jumps to the right 5 times then jumps again 2 times and stops at 7. The response is not appropriate because it did not fluency explain a cultural idea in connecting traditional games with the mathematical concept in question. RESULT & DISCUSSION Figure 3. Picture of student response
- 1 2 3 4 5 First Didactic Design . RESULT & DISCUSSION Make an idea from this game to explain the addition of integers! Suppose the problem above can be expanded. Make it for several cases in the addition of integers! (Elaboration indicator) Prediction of student response: Students make several answers, more than one. Eg -13 + 5 = -8 or 13 + (- 5) = 8 , etc. The example of student responses Figure 4. Picture of student response Figure 5. Picture of student response Partially appropriate, there are mathematical ideas and traditional game modification ideas that are expanded but incomplete: Not suitable, no modification of the traditional game
- 1 2 3 4 5 Revision of Didactic Design (RDD) . RESULT & DISCUSSION Make an idea from this game to explain the addition of integers! Suppose the problem above can be expanded. Make it for several cases in the addition of integers! (Elaboration indicator) Prediction of student response: Students make several answers, more than one. Eg -13 + 5 = -8 or 13 + (- 5) = 8 , etc. The example of student responses Figure 6. Picture of student response appropriate, students can create and develop ideas from the endog-endogan games. Student response in creative thinking is almost 90 percent optimal because it is by the predictions of the lecturer in carrying out Sundanese ethnomathematical learning. Sundanese ethnomathematics learning has a learning trajectory from determining Learning Obstacle, then first design didactical and design didactical revision. [9] D. Clements and J. Sarama, Learning and Teaching Early Math. The Learning Trajectories Approach. 2014. 7
- 1 2 3 4 5 Sundanese ethnomathematics learning with endog-endogan games can improve students' creative thinking skills as evidenced by the high suitability of student responses with the design of teaching materials made. The learning trajectory of learning determines the optimality of learning. CONCLUSION
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