Implementation of Ethnomathematics Approach to Improve Mathematical Understanding of Grade V Students of Cipinang Elementary School 03

Abstract

This classroom action research was carried out with the aim of improving the mathematical understanding of class V students at elementary school Cipinang 03. The subjects in this research were 31 class V students. The classroom action research model used is the Kemmis and MC Taggart model, which consists of two cycles with stages, namely planning, action and observation, reflection. Research data consists of process data and student learning outcomes data. The data process was obtained through observing teacher and student activities, as well as mathematical understanding data obtained through tests. The conclusion of this study is that there is an increase in mathematical understanding in each cycle to be able to show that the application of the ethnographic method has been successful in improving students' mathematical understanding. The ethnographic approach has been shown to provide an important cultural context for students, so that the original abstract mathematical concepts become more specific and suitable for everyday life. Thanks to the integration of local cultural elements in mathematics, students can develop a stronger relationship between formal and informal mathematical knowledge, ultimately deepening their understanding of their concepts. In addition, this method also succeeded in increasing participation and motivation for students, this is reflected in their active participation and positive attitudes towards learning mathematics.