Abstract
Japan is a country that respects the Nation’s Culture and has Integrity that can be emulated. The problem was: What was the role of Elementary School teachers in increasing of Nation’s Culture and Integrity of their students through mathematics learning? The research method was a qualitative approach. Stages of activities: (1) Guided by a Partner Lecturer from IDEC of Hiroshima University, the UNNES research team conducted a class visit to the Elementary School (ES) in Hiroshima, namely Attached ES of Hiroshima. (2) Conducting observations, interviews, documentation studies, and FGD with the Elementary School teachers, IDEC students, and Partner Lecturer. The results: (1) Teachers and students have a high sense of Integrity in learning. (2) The teacher plays a role in preserving the cultural values of the Japanese nation. (3) Provision of mathematical problems associated with ethnomatematics and Japanese cultural products. Additional results: (1) In Japan applying the Problem Based Learning of learning model. (2) Teachers and students were very polite in getting along. (3) The condition of the school looks clean, healthy, and orderly.
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