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All Journal Riemann : Research of Mathematics and Mathematics Education Jurnal Pendidikan Matematika Universitas Lampung
Siti Mutmainah
Universitas Lampung
Education Mathematics

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The Mathematical Literacy Task Using the Context of the Traditional Games “Engklek” and “Congklak” Caswita; Nurain Suryadinata; Siti Mutmainah
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.201

Abstract

The low level of mathematical literacy among Indonesian students remains a significant challenge, as evidenced by PISA and national assessment results. Although ethnomathematics has been widely recognized as a promising approach to contextualize mathematics learning, studies that specifically develop mathematical literacy tasks based on traditional games and examine their validity, practicality, and effectiveness are still limited. In particular, the integration of traditional games such as "Engklek" and "Congklak" into mathematical literacy task design has not been extensively explored. This study aims to develop mathematical literacy tasks using the context of the traditional games "Engklek" and "Congklak" that meet the criteria of validity, practicality, and effectiveness. Employing a design research methodology with a development study approach, this study adopted a formative evaluation model consisting of self-evaluation, expert review, one-to-one, small-group, and field test stages The subjects were junior high school students in Bandar Lampung. Data were collected through walkthroughs, documentation, observations, interviews, and tests, then analyzed using descriptive qualitative methods. The results show that the developed tasks achieved a high level of validity based on expert judgment, with consistent agreement across content, construct, and language aspects. The tasks were also found to be practical, as indicated by students’ positive responses and their ability to engage with the tasks during trials. Furthermore, the field test revealed an improvement in students’ mathematical literacy performance, particularly in formulating, employing, and interpreting mathematical problems within real-life contexts. Therefore, it can be concluded that the ethnomathematics-based mathematical literacy tasks developed in this study are valid, practical, and effective, and suitable for supporting students’ development of mathematical literacy.
An Ethnographic Study of Abacus Use Among Visually Impaired Individuals in Solving Addition and Subtraction Problems Siti Mutmainah; Mega Suliani
Jurnal Pendidikan Matematika Universitas Lampung Vol. 14 No. 2 (2026): Jurnal Pendidikan Matematika Universitas Lampung
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v14i2.pp147-156

Abstract

This study explores the use of the abacus (sempoa) as a tactile learning tool by visually impaired elementary school students in solving addition and subtraction problems. Employing a qualitative case study approach with an ethnographic orientation, this research involved three visually impaired elementary school students selected through purposive sampling. The participants were chosen based on three criteria: having visual impairment, possessing prior experience in using the abacus, and being actively involved in learning addition and subtraction operations.  Data were collected through participant observation, in-depth interviews, and analysis of modified abacus artifacts. The findings reveal that the abacus functions as a “tactile cognitive map,” enabling students to bridge abstract mathematical concepts and physical reality. Students employed a consistent two-handed technique, where the left hand guided place value and the right hand executed bead movements. Addition involved moving beads toward the center bar, whereas subtraction involved moving them away, reflecting complex mental restructuring during “carrying” and “borrowing” tasks. The effectiveness of abacus use depended on fingertip sensitivity, procedural consistency, and working memory. Ultimately, the abacus supported students’ independence, confidence, and participation in inclusive mathematics learning.
Co-Authors Caswita Mega Suliani Nurain Suryadinata