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All Journal Scholaria: Jurnal Pendidikan dan Kebudayaan Interdisciplinary Social Studies
Iswara, Harum Sunya
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Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences

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Numeracy Literacy Skills of Elementary School Students through Ethnomathematics-Based Problem Solving Iswara, Harum Sunya; Ahmadi, Farid; Ary, Deasylina Da
Interdisciplinary Social Studies Vol. 2 No. 2 (2022): Regular Issue
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/iss.v2i2.316

Abstract

Background: Numeracy literacy is one of the aspects evaluated in the Minimum Competency Assessment (AKM), referring to the Programme for International Student Assessment (PISA) as a good practice for international level assessment. Aim: This study aims to analyze the numeracy literacy ability of elementary school students in ethnomathematics-based problem solving. Method: This research is a qualitative descriptive research with a case study method taking the subject of 28 grade IV students of SDN Lamper Kidul 02. Data collection techniques in this study used tests and interviews. The results showed that students' numeracy literacy skills in level 1 questions were categorized as high, numeracy literacy for level 2 and level 3 questions was categorized as moderate. Findings: Students' numeracy literacy ability is classified as being in ethnomathematics-based mathematical problem solving, especially in the aspect of understanding problems as the key to problem solving skills, so that students have difficulty in planning settlement strategies, implementing solutions and re-examining results based on existing problem solving stages, this is triggered by students' lack of skill in numeracy and lack of maturity of mathematical concepts  student-owned. Indirectly, numeracy literacy skills in problem solving based on ethnomathematics can affect numeracy skills, the maturity of mathematical concepts which is the main factor triggering students' anxiety about mathematics lessons.
TRADISI MAGERET PANDAN SEBAGAI INSPIRASI PEMBELAJARAN MENDALAM DAN PENGUATAN KETERAMPILAN ABAD KE-21 Iswara, Harum Sunya; Putu Yogi Arista Pratama, Pande
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 16 No 1 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2026.v16.i1.p62-74

Abstract

This study aimed to explore the educational values embedded in the Mageret Pandan tradition of Tenganan Pegringsingan Village, Bali, and its relevance to deep learning and 21st-century skills enhancement in elementary education. Employing a qualitative descriptive-ethnopedagogy approach, data were collected through observation, in-depth interviews with traditional leaders, participants, and teachers, as well as documentation during the Ngusaba Sambah ceremony. The findings revealed that the Mageret Pandan tradition embodies moral and educational values such as courage, self-control, sportsmanship, and social solidarity, which can be transformed into contextual learning resources. These values align with the principles of deep learning: mindful, meaningful, and joyful, while simultaneously fostering the 4Cs of 21st-century skills: critical thinking, creativity, collaboration, and communication. Post-ritual practices such as mecane, meboreh, and megibung strengthen reflective, empathic, and cooperative learning experiences. Thus, the Mageret Pandan tradition provides an integrative cultural model for implementing deep learning in primary education, bridging local wisdom with global educational competencies.
Co-Authors Ary, Deasylina da Farid Ahmadi Putu Yogi Arista Pratama, Pande