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All Journal Edumatsains Journal of Innovation and Research in Primary Education Journal of the Indonesian Mathematics Education Society
Siska Aprilia
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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CACAHSEWU: Exploration of Batik Obor Sewu as an Ethnomathematics Learning Media for Whole Numbers Material in Grade IV Elementary School Siska Aprilia; Ari Metalin Ika Puspita; Nadi Suprapto
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3002

Abstract

This research aims to explore mathematical concepts in Batik Obor Sewu of the Samin community in Bojonegoro and implement them in teaching addition and subtraction operations of whole numbers in grade IV at SD Negeri Mayangkawis II. This study employs a qualitative approach with ethnographic methods for cultural exploration, followed by implementation of the CACAHSEWU worksheet based on ethnomathematics. Data collection was conducted through interviews with community leaders (Samin descendants) and batik artisans from the Samin community, learning observations, documentation, and analysis of student work. The results show that Batik Obor Sewu contains mathematical concepts such as repeating patterns, numbers, arithmetic operations, measurement, and economic transactions that can be integrated into elementary school mathematics learning. Implementation of the CACAHSEWU worksheet with 11 students showed positive results, where the average student mastery in addition problems reached 76.4% and subtraction 50.9%, with an overall average of 63.6% in the good category. The 25.5% difference between addition and subtraction abilities indicates that subtraction operations with borrowing techniques remain a major challenge for grade IV students. From the motivation aspect, 81.8% of students stated they were more interested in learning mathematics with local cultural contexts, and 63.6% became more aware of the importance of preserving local culture. Error analysis revealed that 72.7% of students experienced difficulties in the borrowing process, and 81.8% struggled with consecutive borrowing. Ethnomathematics learning based on Batik Obor Sewu proved effective in increasing student motivation and conceptual understanding, but needs to be combined with adequate procedural practice, especially for subtraction operations. This research makes an important contribution to Indonesian ethnomathematics literature by demonstrating that local wisdom can be an effective bridge between formal mathematics and students' real-life contexts, while preserving cultural heritage for the younger generation.
Enhancing Junior High School Students’ Mathematical Problem-Solving Ability through GeoGebra-Assisted Project-Based Learning Siska Aprilia; Novita Vindri Harini; Tatag Eko Yuli Siswono
Journal of the Indonesian Mathematics Education Society Vol. 4 No. 1 (2026): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v4n1.p61-68

Abstract

This study aimed to examine the effect of GeoGebra-assisted Project-Based Learning on students' mathematical problem-solving ability. This study is a quasi-experiment with a post-test only control group design. The population of this study was all eighth-grade students at SMP PGRI 2 Denpasar, distributed across 11 classes. The sample was determined using cluster random sampling to obtain 3 classes as the research sample. ANOVA results revealed a significant difference among the three learning models (F = 29.706, p < .05). Students taught through GeoGebra-assisted Project-Based Learning achieved significantly higher mathematical problem-solving scores than those taught through Project-Based Learning alone and the 5M model. Therefore, a further test was conducted using the Scheffe test. Based on the Scheffe test and the average scores of each sample group, it was found that the mathematical problem-solving ability of students who participated in project-based learning assisted by GeoGebra was better than that of students who participated in project-based learning alone and students who participated in the 5M model. Furthermore, it was found that the mathematical problem-solving ability of students who participated in project-based learning was better than that of students who participated in the 5M model. Therefore, it can be concluded that the GeoGebra-assisted project-based learning model is better than the project-based learning model alone and the 5M learning model in improving students' mathematical problem-solving ability.
Needs Analysis and Hypothetical Learning Trajectory for Plane Geometry Through Obor Sewu Batik Ethnomathematics in Grade Iv Siska Aprilia; Neni Mariana; Tatag Yuli Eko Siswono
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i2.8761

Abstract

Elementary students may recognize familiar plane figures yet have difficulty describing defining properties and identifying the same figures in unfamiliar orientations. This study reports the preliminary design stage of Educational Design Research and aims to formulate a Hypothetical Learning Trajectory (HLT) for plane geometry using Obor Sewu batik as an ethnomathematical context to support Grade IV students’ spatial reasoning. The qualitative evidence comprised classroom observation in a Grade IV class at SD Negeri Mayangkawis II, Bojonegoro, a semi-structured interview with the classroom teacher, analysis of Phase B geometry learning outcomes in the Kurikulum Merdeka, and a theoretical review of deep learning, ethnomathematics, Van Hiele’s geometric thinking, and spatial ability. Observation and interview evidence were compared with curriculum expectations and theoretical constructs through thematic analysis; the resulting learning needs were then mapped onto Simon’s components of learning goals, learning activities, and conjectures of students’ thinking. The preliminary findings indicate that students’ responses were dominated by visual recognition, including difficulty identifying familiar figures after rotation and explaining defining properties. Instruction was also reported to rely mainly on two-dimensional textbook and whiteboard representations. Analysis of the Obor Sewu motif identified five visually approximated geometric elements associated with triangles and quadrilaterals. These findings informed a five-stage proposed HLT: cultural orientation, motif exploration, mathematical formalization, collaborative problem solving, and reflection-transfer. The HLT is a preliminary instructional design rather than evidence of effectiveness; it requires expert review and classroom implementation in subsequent design-research phases.
Co-Authors Ari Metalin Ika Puspita Nadi Suprapto Neni Mariana Novita Vindri Harini Tatag Eko Yuli Siswono Tatag Yuli Eko Siswono