Ethnomathematics learning with Sundanese culture for elementary school students

Ethnomathematics learning is learning that connects cultural and mathematical concepts by looking at mathematics as a cultural product. Material reduction of natural numbers can be learned using Indonesian children's games, namely Sundanese culture. Mathematical learning activities that can be done is to understand the basic facts of addition to a collection and reduction that is presented with the technique of discarding. The subject of this study uses 82 teachers, 1 teacher guides 1 until 9 elementary school students with a total of elementary school students used 273. Students learn mathematics with ethnomathematics learning endog-endogan game. After the data are collected, the researcher processes the data using a qualitative descriptive method, which describes the documentation of the data with the students' responses.Benefits in this learning students will play together with other students so that fun, 163 happy, 49 student enthusiastic in learning mathematics, 49 students says learning mathematics is easy and 12 students eliminate misconceptions in reduction operations. Mathematical abstracts can be reduced and promote Indonesian cultural products in the development of mathematical learning innovations. 1.Introduction Mathematics learning today is still less than optimal in connecting the concept of mathematics with the concept of culture. Teachers and the public in general do not generally say that mathematics and culture are connected [1]. Resulting in a conflict between student culture in everyday life with mathematics [2], whereas by connecting between mathematics and culture can help in the educational progress of a country [3]. A. new development in education which relies upon getting your strength back autochthonous practices of traditional cultures [4]. Mathematics with culture can be integrated into the concept of ethnomathematics. The word ethnomathematics is used to communicate the connection between culture and mathematics. The expression requires a active interpretation because it describes concepts that are themselves neither rigid nor singular-namely, ethno and mathematics[5]. Global Conferences Series: Sciences and Technology (GCSST), Volume 2, 2019 Page | 175 Ethnomatematics learning has been done by Knijnik [6]. in introducing the Brazilian culture 'cubagem of wood'in.[7] with culture in Africa as well as [8]. with the culture of Ugandan society.Indonesian culture is well known by the world, this paper describes an Indonesian culture, namely modified Sundanese culture in mathematics learning, so that cultural acceptance is more contemporary and flexible understood by everyone. Sundanese are an ethnic group originating from the western part of the island of Java, Indonesia, with the term Tatar Pasundan which covers the administrative regions of the provinces of West Java, Banten, Jakarta, Lampung and the western region of Central Java (Banyumasan). Sundanese are spread in various parts of Indonesia, with the provinces of Banten and West Java as the main regions. The identity that unites Sundanese is its language and culture, one of the Sundanese culture that will be conveyed in this article is endog-endogan children's games. 2. Methods The subject of this study uses 82 teachers, 1 teacher guides 1 until 9 students elementary school with a total of elementary school students used 273. Students learn mathematics with ethnomatematics learning endog-endogan game. Introduction, students is treated with endog-endog playing, then observed and interviewed about their responses to ethnomathematics learning. The material that is connected is the reduction of lower classes by means of each child clenching their hands into eggs, then playing with other students, after which the teacher asks regarding the concept of reduction that is connected. After the data are collected, the researcher processes the data using a qualitative descriptive method, which describes the documentation of the data with the students' responses. 3.Results and Discussion 3.1 Endog-endogan Game The endog-endogan game is a traditional Sundanese game. This game is not difficult to practice, because it only uses the media of one member of our body that is the hand. So this game is very flexible to play anywhere and anytime. In this game we, the wisdom that can be taken is that we must cooperate with each other to build-up to a peak, and if there is a fall we always to help him to rise again and not despair. Endog-endogan Song Endog-endogan peupeus hiji prek Endog-endogan peupeus hiji prek Goleang-goleang mata sapi bolotot Endog-endogan game in the concept of reduction Figure 1.Endog-endogan Games Global Conferences Series: Sciences and Technology (GCSST), Volume 2, 2019 Page | 176 Steps to learning mathematics in a reduction operation: First, prepare questions in advance for the child, write the questions on the board, say 6-2 = ...,prepare 3 children by clenching their hands like forming eggs while singing modified endog-endogan songs: Endog-endogan endog genep peupeus two prek (Six eggs split two, Prek) (Students think counting the rest) Endog-endogan nu teu peupeus is an opat There are four eggs that don't break Goleang bolotot cow eyes Scoot the eyes of the cow The following are presented photos of endog-endogan game learning with variations in expressions of elementary school students Figure 2. Endog-endogan endog tilu peupeus hiji prek (three eggs split one, Prek). (Students think counting the rest) Endog-endogan nu teu peupeus aya dua (there are two eggs that don't break). Goleang bolotot cow eyes (Scoot the eyes of the cow) Figure 3. Endog-endogan endog dalapan peupeus tilu prek (eight eggs split three, Prek). (Students think counting the rest) Endog-endogan nu teu peupeus aya lima (there are five eggs that don't break). Goleang bolotot cow eyes (Scoot the eyes of the cow) Table 1. The following are all summaries of students' responses to egg games. No Sum Student Student response through interviewed 1 163 One Student Happy (T58)three students have increased motivation, carefree and happy (T1), Two children of first grade elementary school students feel happy with the typical laughter of elementary school age children (T4). two students are very happy, exciting and understand the endog-endogan game given (T8). three students were very happy with the endog-endogan game given(T9). Three students Happy (T10,T44,T51,T59). Two students Happy (T11, T45,T47,T54,T55,T56,T65,T66,T67,T68.T69.T70.T71,T72,T73,T75,T76,T77,T78, T79,T80,T81,T82). Four students happy (T41, T42, T43,T50,T52,T53, Global Conferences Series: Sciences and Technology (GCSST), Volume 2, 2019 Page | 177 T16,17,18,26, T28,T30, T31,T32, T34,T35, T36, T37,T38, T40), Five student happy (62)Nine student happy (63) 2 49 Three students were enthusiastic in this eggs game, making children very happy because in learning they could also play (T2). When doing this game five students were very enthusiastic, happy and could add to their knowledge. Because basically math is not always a problem with numbers I(T3).Three students were more enthusiastic about counting with endog-endogan games compared to counting directly (T6). Seven students were enthusiastic in this eggs game (T49).Five students enthusiastic(T14). three students looked enthusiastic because they learned while playing (T17,T61). four students were enthusiastic (T19,T20,T48) eight students were enthusiastic and happy (T46) 3 49 two children in first grade elementary school said learning mathematics was easy(T5,T61), three students stated that mathematics was easy with endog-endogan. games (T7,T58). nine students says fun and math are easy (T15,T33). Two student says easy and happy (T45), Seven students says easy and happy (T57,T60).Five students says easy (T64) 6 12 Three Students did not experience misconceptions in reduction(T22,23,T24,T25)