Permainan Etnomatematika Gobak Sodor untuk Pemahaman Konsep Bangun Datar

Yustri Apri Margarini, Jenny Indrastoeti Siti Poerwanti, Riyadi Riyadi

Abstract

Mathematics instruction in elementary school requires a context that is closely related to students’ experiences so that abstract concepts can be more easily understood. This study aims to examine the use of the ethnomathematics game “gobak sodor” on fourth-grade students’ understanding of plane figure concepts. The study employed a quantitative approach using a quasi-experimental nonequivalent control group design. The study sample consisted of 24 students divided into a control group of 13 students and an experimental group of 11 students. Data were collected through multiple-choice pretest and posttest assessments. The instruments were validated using Aiken’s V, and reliability was tested using Cronbach’s Alpha. Data analysis was conducted through tests of normality, homogeneity, balance of initial ability, and hypothesis testing using the Mann-Whitney U test. The results showed that the instrument was valid with an Aiken’s V of 0.875, while the final reliability was 0.724 for the pretest and 0.751 for the posttest. The pretest equivalence test yielded a p-value of 0.064, indicating that the initial abilities of the two classes were equivalent. The posttest hypothesis test yielded a p-value of 0.000, with a mean rank of 17.95 for the experimental class and 7.88 for the control class. These findings suggest that ethnomathematics-based learning using the “gobak sodor” game can support a more concrete, active, and contextual understanding of plane figure concepts.

Keywords

Ethnomathematics; gobak sodor; conceptual understanding; plane figures; elementary school

References

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DOI: https://doi.org/10.20961/ddi.v14i6.125735

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