THE EFFECT OF ETHNOMATHEMATICS-BASED LEARNING OF THE ENGKLEK GAME ON STUDENTS' INTEREST IN LEARNING FLAT SHAPES FOR 2ND GRADE ELEMENTARY SCHOOL

Abstract

Mathematics is still often considered a difficult subject by students, due to their low interest in learning mathematics. Using interesting teaching methods can be important in overcoming this low interest in learning. One approach that can be taken is to implement ethnomathematics-based learning, specifically the game of engklek, within the learning process. The objective of this study is to determine the impact of ethnomathematics-based learning through the engklek game on students' interest in learning. This research is a quantitative study with a pre-experimental design using a one group pretest-posttest. The sample in this study consists of all second-grade students of State Elementary School 1 Tambakrejo, totaling 18 students. The instruments used for data collection are questionnaires and documentation. The instrument testing uses content validity. Data analysis techniques include descriptive analysis, prerequisite tests such as the normality test, and hypothesis testing. Based on the results of the research and data analysis, the average pretest score before the treatment was 72.0, and after being given the treatment in the form of ethnomathematics-based learning of the game engklek, it increased by 14.9, as shown by the average posttest score of 86.9. This is reinforced by the hypothesis test results that show a significance value of <0.001 < 0,05. It can be concluded that there is a significant effect of implementing ethnomathematics-based learning of the engklek game on the learning interest of second-grade students at State Elementary School 1 Tambakrejo.