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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Widya Accarya
Susilasari
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Education Languange, Linguistic, Communication & Media Other

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DIDACTIC DESIGN OF ETHNOMATHEMATICS-BASED MATHEMATICS LEARNING: CONSTRUCTING A VARIETY OF GEOMETRIC ORNAMENTS FROM RIAU BATIK PATTERNS Armawati; Susilasari; Mhmd Habibi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40560

Abstract

This study aims to explore the integration of local cultural values, especially Riau batik with geometric patterns, into mathematics learning in elementary schools through an ethnomathematics approach. Batik as a cultural heritage not only holds aesthetic value, but also contains mathematical concepts such as symmetry, transformation, and pattern repetition. Using an exploratory qualitative method, researchers analyzed geometric patterns in several typical Riau batik motifs, such as the selembayung, pucuk rebung, and itik balik petang motifs. The results of the study indicate that the integration of ethnomathematics elements from Riau batik can improve students' understanding of geometric concepts, foster appreciation for local culture, and strengthen the relationship between mathematics and real life. This article recommends the development of contextual learning tools based on ethnomathematics as an innovative medium in the implementation of the Merdeka Curriculum in elementary schools.
A Conceptual Review of the Physical Aspect in Expressing Children’s Character and Interest in Social Studies Learning in MI/SD Susilasari; Aramudin
Widya Accarya Vol. 17 No. 1 (2026): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

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Abstract

This study presents a conceptual synthesis of the role of physical characteristics such as facial expressions, body gestures, voice intonation, and behavioral attitudes in children’s interactions during Social Studies learning in MI/SD. The study employs a literature review approach, focusing on collecting, examining, and synthesizing relevant scholarly sources to develop a comprehensive conceptual understanding of the topic. Rather than establishing causal relationships, this review explores how various physical indicators are interpreted within educational contexts and how they are conceptually associated with children’s character expression and learning interest. The synthesis of the literature suggests that different physical cues may be understood as meaningful representations in the learning process. For instance, hand gestures are often conceptually linked to motor engagement and social interaction, while fingerprints are occasionally discussed in relation to individual cognitive tendencies in a symbolic manner. Similarly, nails and hair are sometimes interpreted as reflecting emotional states and personality-related aspects. Facial expressions and eye behavior are commonly associated with attention and motivational engagement, whereas cognitive indicators such as thought patterns are inferred through observable learning behaviors. However, these interpretations remain largely theoretical and context-dependent. This conceptual review is limited by its reliance on secondary sources and the absence of empirical validation. Therefore, the findings should be understood as interpretative frameworks rather than definitive conclusions. Overall, the study highlights the importance of considering physical and behavioral cues as part of a broader pedagogical perspective that may support more responsive and inclusive Social Studies learning in elementary education.
Co-Authors Aramudin Armawati Mhmd. Habibi