Abstract
This study aimed to describe the implementation of ethnomathematics through traditional foods in mathematics learning for fourth-grade elementary school students. A qualitative descriptive approach was used. Data were collected through observation, interviews, and documentation during mathematics lessons at SDN Ciptomulyo 1 Malang. The study found that mathematics instruction in Grade IV had not yet connected mathematical concepts with students’ everyday cultural experiences. Culture-based mathematics learning can create enjoyable and meaningful learning experiences. The implementation of ethnomathematics through traditional foods contributed to: (1) increasing students’ enthusiasm for learning and strengthening their critical thinking about rectangular prisms and cubes; (2) supporting conceptual understanding by allowing students to construct mathematical knowledge through exploration of traditional foods found in daily life; (3) providing meaningful understanding of rectangular prisms and cubes; and (4) transforming abstract mathematical concepts related to rectangular prisms and cubes into concrete and accessible learning experiences.
First Page
519
Last Page
525
Recommended Citation
Sausanti, S.,
Anggraini, A.,
&
Saadah, H.
(2025).
Implementasi Etnomatematika melalui Makanan Tradisional Berbasis Pendekatan Culturally Responsive Teaching Materi Balok dan Kubus.
Journal of Innovation and Teacher Professionalism, 3(3), 519-525.
DOI: https://doi.org/10.17977/um084v3i32025p519-525
Available at:
https://citeus.um.ac.id/jitpro/vol3/iss3/3