The Ethnomathematics in Enhancing Communication Skills among Elementary School Students

This research is motivated by the lack of understanding of students' mathematical concepts in mathematics which is caused by a lack of motivation to learn in students and the lack of material connection with everyday life. Mathematics learning really needs to be learned by students because Mathematics has an important purpose to meet practical needs related to the development of students' abilities to use mathematics in everyday life, such as counting which is often experienced by students and can develop the ability to calculate weight. and content. Although Mathematics is considered important to learn, not a few students feel that Mathematics is difficult to master, so it is considered boring and makes students' interest in learning in Mathematics considered low. Based on the PISA annual study survey, the Indonesian Mathematics competency has decreased from 386 points in 2015 to 379 points in 2018 with an OECD average of 489. The benefits of studying Mathematics are used to make transactions in trade. One way to make mathematics more understandable is to use the Realistic Mathematics Education (RME) approach so that students can learn more realistically. The purpose of this study was to determine the increase in students' understanding of mathematical concepts using the Realistic Mathematics Education (RME) approach and whether there were changes that occurred after the treatment using this approach. This research was conducted with quantitative research methods and the research design of One Groups Pretest-Posttest Design. The subject of this research is class IV with a total of 28 students at SDN Curugrendeng II. The instrument used is a written test with a total of 10 questions. Calculation of data processing using Microsoft Office Excel 2007 and using IBM SPSS Statistics 22 with a significance level of 0.05. The results of this study indicate that there is an increase in students' understanding of mathematical concepts with an average value of 0.691 which is included in the medium category. Thus, the understanding of mathematical concepts of students using the Realistic Mathematics Education (RME) approach changes from before the action to the final score after the action. done. And there is an effect of the Realistic Mathematics Education (RME) approach on students' understanding of mathematical concepts by showing the results of sig.(2-tailed) 0.000 <0.05, which means H_1 is accepted so that this Realistic Mathematics Education (RME) approach can be applied to learning Mathematics in Primary school.

The ability of creative thinking and mathematical communication is important in learning mathematics. However, in fact mathematics learning in schools today has not shown an optimal effort to help students develop creative thinking skills and mathematical communication skills. The purpose of this study is to examine the use of open-ended questions in mathematics learning and in the evaluation of mathematics learning to support the ability of creative thinking and mathematical communication skills of students, this will be implemented in the perspective of literature review. The type of research used is a systematic and structured literature review, where researchers synthesize relevant study results from international and national literature through Google Scholar, Eric, DOAJ, Scopus and ScienceDirect. Based on the analysis results obtained that mathematical learning using open-ended questions is effectively used to support the ability of creative thinking and mathematical communication skills of students; the provision of open-ended questions can be familiarized with providing learning methods leading to an open-ended approach; the test in the form of open-ended questions can be used as a tool to measure the ability of creative thinking and mathematical communication skills of students; the use of open-ended question can be applied to all levels of education; and the need for high creativity from teachers to prepare learning by applying open-ended questions.

The proficiency of students in mathematical problem-solving skills is believed to be shaped by factors such as mathematical concepts understanding, creative thinking skills, and self-efficacy. This research endeavors to investigate the interplay among self-efficacy, mathematical concepts understanding, creative thinking skills, problem-solving skills, and mathematics learning outcomes. Employing a survey approach, the study encompasses all ninth-grade students in Central Bengkulu, Bengkulu, Indonesia, with a sample of 100 students selected through proportional stratified random sampling. Data collection involves Likert scale instruments for self-efficacy, along with tests for mathematical concepts understanding, creative thinking skills, and problem-solving skills. Path analysis techniques are applied for data analysis. The findings of the research indicate that mathematical concepts understanding, creative thinking skills, and problem-solving skills collectively exert a positive influence on mathematics learning outcomes. Additionally, it is demonstrated that self-efficacy, understanding mathematical concepts, and creative thinking skills collectively contribute positively to problem-solving skills. Furthermore, the research reveals a direct positive influence of self-efficacy on both mathematical concepts understanding and creative thinking skills.

The study examined the roles of provision and effective usage of instructional materials in teaching and learning of mathematics in primary schools in the Senatorial Zone C of Niger state of Nigeria. Instructional materials (teaching aids) serve as an important channel in delivering instruction between the teachers and learners. It is a tool that connects teachers, instruction (subject content) and the learners. The population of the study was the teachers and the students in primary schools in the senatorial zone C of Niger state. The sample of this research consisted of one hundred and thirty (130) students and one hundred and thirty –four (134) teachers as respondents for the designed questionnaires. Also, thirty- nine (35) students were used for both experimental and control groups. The data collection for this research study was through the researcher developed test titled ‘Fractional Mathematics Test’ (FMT) on fractions which consisted of a ten- item objective questions. Also, the questionnaire was administered by the researchers to both the teachers and the pupils. The findings revealed that school management and teachers provided instructional materials for effective teaching and learning of mathematics in primary schools. Also, the result shows that instructional materials enhances students’ academic performance in mathematics. Therefore, it recommended that teachers should endaviour to use instructional materials to complement their teaching. Also, the educational stakeholders should intensify effort in the provision of more instructional materials to primary schools in the state.

This research investigates the impact of Augmented Reality (AR) based learning media on the understanding of mathematical concepts among primary school children. Employing a literature review method, the study outlines recent findings in literature concerning the application of AR in mathematics education. The results indicate that the use of AR can enhance motivation, active participation, and the understanding of mathematical concepts among primary school children. AR's ability to present material in a more concrete and applicable form has a positive impact on the understanding of concepts that are often challenging for students at their cognitive development level. Despite challenges in implementation and infrastructure development, this research provides a foundation for the integration of AR in mathematics education in primary schools. It is recommended that the implementation of AR be carefully considered in the primary school mathematics curriculum with adequate teacher training and appropriate infrastructure investment.

The cultivation1of Creative Thinking and scientific engineering practice skills is an important part of the current general technical curriculum for primary and secondary schools. Development of related courses has become an important research direction for workers in the general technology field. With the introduction of Maker Education and the variety of forms in the general technical curriculum for primary and secondary schools, aroused widespread concern among domestic researchers. But in the course of the development, most of the Maker courses are too procedural, not at all achieve the goal of cultivating students' Creative Thinking. Therefore, Design Thinking as a methodology for cultivating students' Creative Thinking skills was introduced into Maker Education. This article is based on the basic idea of design thinking and the Scaffolding Instruction in the teaching process, designing research on the teaching mode of Mblock for Arduino course, and apply the teaching mode based on design thinking to specific teaching examples. Let the teaching model based on design thinking really come true in the curriculum for creative' thinking skills students in primary and secondary schools Maker Courses.

The results of the mathematics learning of junior high school students have not been satisfactory. This is due to the low understanding of students' mathematical concepts. The purpose of this research is to identify the influence of cooperative learning model and learning style towards the understanding of the mathematical concepts of Junior High School students. The method is factorial experiments with 2 x 3 and sample of the study is 60 students of 8th grade junior high school. The analysis results of variance (ANOVA) indicate the following: the use of cooperative learning model of type Student Team Achievement Division influenced the understanding of the mathematical concepts significantly, there is an significant influence of the learning style towards an understanding of mathematical concepts, and there is also a significant influence of the interaction of cooperative learning model of type Student Team Achievement Division and learning style towards the understanding of mathematical concepts. So it can be concluded that the cooperative learning model can improve understanding of students' mathematical concepts and learning styles is a individual differences of learning students in absorbing mathematics subject matter. We hope that this study can be beneficial for further research to improve student’s achievements in mathematics.

Today, the upbringing of a harmoniously developed generation is one of the most important tasks. The fulfillment of this task depends mainly on teachers. To this end, great attention should be paid to the education of young people. Separate independent study from primary school is very effective. The organization of independent work of students in mathematics in primary school is a topical issue. The purpose of organizing independent work in the process of teaching mathematics in primary school is to develop students' creative thinking skills, broaden their horizons, and foster an interest in mathematics.

Science learning in elementary schools using the PBL learning model can grow students' higher-order thinking skills, such as problem-solving and creative thinking skills. The purpose of correlational research was to analyze the relationship between problem-solving and creative thinking skills of elementary school students through the implementation of PBL. The predictor variables and criteria in the research were in the form of problem-solving and creative thinking skills, respectively. The population of this study was the fifth-grade elementary school students, totaling 120 students. This study’s sample was 33 students. The data retrieval used problem-solving and creative thinking skills tests on the concept of the human circulatory system. The data analysis was performed by linear regression. The results showed a correlation between creative thinking and problem-solving skills in learning with PBL. There is a strong relationship between problem-solving and creative thinking skills through PBL. The predictor variable contributed 37.8% to the criterion variable. This study recommends that it is essential to familiarize PBL in elementary schools learning to improve students' higher-order thinking skills.

The problem raised in this research is the lack of understanding of mathematical concepts by Cilangla Elementary School students. The aim of this research is to see the impact of implementing the ethnomathematics-based Realistic Mathematic Education (RME) model on understanding concepts in elementary school students' mathematics learning. This research uses a quantitative experimental design, the quantitative type used is Quasi Experimental Design. The following quasi-experimental design is used using the Nonequivalent Control Group Design type. The samples taken and used in this research were 30 students at SDN Cilangla class 3 B used as the experimental group, and SDN Cilangla class 3 A totaling 30 students used as the control group. The research instrument used was an essay test. The data taken will later be processed and measured using measurement instruments used to analyze data in this research using statistical tests, namely the independent sample t-test. Based on the results of the t test, it shows that it has a value of t = 2,400 and sig = 0.020 < 0.05, the result of regression test show thitung 2,136> ttabel 2,056 which means that there is a significant influence between the ethnomathematics-based realistic mathematics education or (RME) learning model on students' understanding of mathematical concepts. Apart from that, based on the latest data the average value of the experimental class was 85.07 and the control class 73.37. This shows that the use of the Ralistic Mathematical Education (RME) learning model based on ethnomathematics has an influence on students' understanding of mathematical concepts at SDN Cilangla for the 2022/2023 academic year.

This study aims to determine the level of students' mathematical concept understanding and creative thinking skills who are taught using a problem-based learning model, to find out the description of the student's answer process in learning using a problem-based learning model, to determine the difficulties in the process of understanding concepts and mathematical creative thinking of students who are taught using problem-based learning models, as well as to find out the active activities of students during the learning process using problem-based learning models. Data were obtained through tests of students' conceptual understanding and creative thinking tests, interviews with students and teachers, observations or observations by observers, and documentation. This research uses qualitative data analysis using Miles and Huberman's model, namely data reduction, display data, and conclusion drawing / verification data. The subjects of this study involved class X SMA Angkasa 1 Lanud Soewondo who were treated with the application of a problem-based learning model in the odd semester of the 2020/2021 school year, totaling 21 people with three-variable linear equation system material as many as 4 items in essay form. Based on the results of the study, there were 21 students with 'very low' creative thinking skills and 14% 'very low' creative thinking skills, 14% 'low' creative thinking skills, 43% 'medium' creative thinking abilities, 43% thinking skills creative 'high' as much as 19%, and 'very high' creative thinking ability as much as 10%.

This study aims to develop a problem-based learning (PBL) model incorporating a culturally responsive teaching (CRT) approach, with the objective of enhancing creative thinking skills and fostering globally diverse dispositions among primary school students. The research employed a quasi-experimental design, specifically a non-equivalent pretest-posttest control group design. Participants included 26 students from a fifth-grade class at a public primary school in Bogor City, divided into experimental and control groups selected through purposive sampling. The implementation of the learning model was monitored using observation sheets, while the assessment of creative thinking skills was conducted using a descriptive test covering four key indicators: fluency, originality, flexibility, and elaboration. Additionally, global diversity dispositions were measured through questionnaires, and student feedback was gathered using both questionnaires and student-produced magazines. Observations indicated that the PBL-CRT model was implemented with full fidelity, achieving 100% adherence to the planned instructional steps. Analysis of creative thinking outcomes revealed that the experimental group exhibited a high N-Gain score, significantly outperforming the control group, which was categorized in the moderate range. Furthermore, the experimental group demonstrated a superior global diversity disposition, with a difference of 11.34% compared to the control group. Student feedback was overwhelmingly positive, with questionnaire responses falling into the "very good" category, and student magazine content reflecting favorable reactions to the CRT approach.

This study was aimed at: (1) investigating the improvement of students' conceptual understanding of mathematics, (2) investigating the improvement of students' academic language of mathematics, and (3) investigating the response of students toward the implementation of SIOP Model. This research was a classroom action research which was accomplished in three cycles. Each cycle consisted of four steps namely planning, acting, observing and evaluating, and reflecting. The subjects of this research were the tenth-grade students in bilingual class namely X MIA 2 of SMA Negeri Bali Mandara on the second semester of academic year 2016/2017. Data of students' conceptual understanding and academic language of mathematics were collected by conceptual understanding of mathematics tests using essay test on the end of each cycle, while data of students' response toward the implementation of SIOP Model were obtained by questionnaire. Data that had been collected therefore were analyzed descriptively. The results show that students' conceptual understanding and academic language of mathematics improves on each cycle. Students' response toward the implementation of SIOP Model in learning mathematics is on the positive category. This study concludes that the implementation of SIOP Model could improve students' conceptual understanding and students' academic language of mathematics.

Ethnomathematics is cultural mathematics. The culture in question is the habitual behavior of the people around you, such as the behavior of urban or rural community groups, labor groups, professional groups, student age groups, indigenous peoples, and other groups. Various efforts are made to increase student motivation in learning mathematics. It is hoped that it can improve learning outcomes and improve mathematical creative thinking skills. One of the initiatives is ethnomathematics-based learning, which studies the relationship between culture and mathematics, and integrates local wisdom values into mathematical concepts. In this way, students not only learn mathematical concepts, but also develop an appreciation and love for their own culture. The purpose of this study is to determine the use of ethnomathematics to improve mathematical creative thinking skills. Metode penelitian yang digunakan dalam penelitian ini adalah metode SLR (Systematic Literature Review), This is a method of identifying, reviewing, and summarising various studies on the topic at hand. Data collection is done by documenting all articles that have similar research results. The articles used in the study were 14 articles taken from the Gooogle Scholar database, Research Gate, Springer Link. This research shows that the ethnomathematics approach can increase learning motivation, student engagement, understanding of mathematical concepts, and creative problem solving skills. In addition, ethnomathematics can also be used as a means to preserve local wisdom and cultural values of Indonesian society. Therefore, the use of ethnomathematics in mathematics learning can be an effective strategy to improve students' creative thinking skills and foster deeper cultural awareness.

The interest, attitude, habit and ability of ethnic students in primary and secondary schools in Western China are not optimistic. In the mathematics classroom teaching of primary and secondary schools, appropriate infiltration of relevant mathematical cultural knowledge can enhance students’ self-confidence in learning mathematics, and stimulate students’ interest in mathematics learning, in order to promote students to understand and master mathematical knowledge and its ideological methods, and produce correct views on Mathematics and mathematics learning, which can promote the improvement of students’ mathematical achievements and the development of teachers themselves. The western region has many ancient cities, small border villages, classical culture, human geography, overview of natural scenery, unspoiled ecological environment, legends, wind washing dust, weddings and funerals, etc., all these are materials that can be used for mathematics classroom teaching in primary and secondary schools, which are of great educational significance to students’ mathematics development. According to the requirements of mathematics curriculum standards, primary and secondary school mathematics teachers should fully explore the rich and colorful traditional mathematics culture curriculum material resources in ethnic minority areas, reorganize the content of national general mathematics teaching materials, and design classroom teaching, as well as compile teaching plans for primary and secondary school mathematics classroom teaching according to the reality of students in the western region. It can improve the mathematics learning achievement of ethnic students in primary and secondary schools in the western region, so as to improve the quality of science teaching in the western region.