Implementation of an Ethnopedagogical Approach Based on the Ken-Duren Wonosalam Tradition in Phase A Mathematics Learning
DOI:
https://doi.org/10.31949/jee.v8i4.16519Abstract
This research aims to implement an ethnopedagogy approach rooted in the Durian Feast (Ken-Duren) Wonosalam tradition in Mathematics learning for elementary school students in Phase A. The study was motivated by the urgent need to address the suboptimal application of ethnopedagogy in primary education, primarily due to the limited availability of structured and tested teaching materials based on local wisdom. The study adopted a descriptive qualitative method, involving data collection through direct observation of the tradition, in-depth interviews with customary figures, and document analysis to formulate relevant ethnomathematical concepts. Research findings revealed that the design and application of student worksheets (LKPD) based on Ken-Duren ethnomathematics, focusing on the topic of plane figures, and integrated using the Problem-Based Learning (PBL) model, significantly improved student learning outcomes, achieving a high average score of 65.5 out of 70. Beyond academic results, this contextual learning approach proved effective in fostering student motivation, enhancing critical thinking skills, and strengthening collaborative attitudes. The noble cultural values inherent in the Ken-Duren tradition, such as mutual cooperation (gotong royong), gratitude, and ecological harmony, were successfully reinforced for character building. These results align with the Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education) and Goal 11 (Sustainable Cities and Communities). Thus, integrating local culture not only boosts numeracy competence but also nurtures robust character development.
Keywords:
Ethnopedagogy, Ethnomathematics, Ken-Duren Wonosalam, Mathematics Learning, Phase ADownloads
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