1) The document discusses a study on using Sundanese ethnomathematics and the traditional Endog-Endogan game to teach integer operations to pre-service elementary school students online during the COVID-19 pandemic. 2) The study used a qualitative research approach and analyzed the learning obstacles students experienced with integers, developed an initial didactic design based on Endog-Endogan, revised the design based on student responses, and found the design improved students' creative thinking skills. 3) Testing found that applying Sundanese ethnomathematics through the Endog-Endogan game in the learning trajectory of determining learning obstacles, initial design, and design revision led to student responses being 90% optimal in developing creative ideas

1. Didactical design integer operation number of Sundanese
ethnomathematics online learning during covid 19
pandemics with Endog-Endogan games in pre-service
elementary school students
S.Supriadi, F. Robiansyah, D. Wardana, Y. Yunia, N. Syahda
1
2
3
4
5
Primary School Teacher Department
Universitas Pendidikan Indonesia, Serang Campus
2021

2. 1
2
3
4
5
INTRODUCTION
Mathematics learning will be more effective if students are actively involved in being
associated with local culture with mathematical creative thinking skills. Sundanese
ethnomathematics is one way to connect Sundanese culture with mathematics. One of
the cultures that can be used is the traditional endog-endogan game that can help solve
the problem of learning difficulties in mathematics in mathematical creative thinking
skills.
With the difficulties experienced by students, namely the difficulty of conveying ideas in
the learning process so that lecturers must think creatively so that students can
understand learning. Therefore, the idea of endog-endogan games to be flexible in
applications with the concept of integers. After getting used to it, students can come up
with other ideas in learning and can connect mathematics learning with cultural values.
The research subjects used were 76 students as respondents in learning barriers, 26
students at the initial didactic design stage, and 42 students at the didactic design
revision stage. Data were obtained using learning barriers test instruments, initial
didactical design and revision of the didactic design
[2] I. Verner, K. Massarwe, and D. Bshouty, “Constructs of engagement emerging in an
ethnomathematically-based teacher education course,” J. Math. Behav., vol. 32, no. 3, pp.
494–507, Sep. 2013, doi: 10.1016/J.JMATHB.2013.06.002.
2

3. 2
3
4
5
This study uses a qualitative research approach with DDR (Didactical Design Research)
methods. Qualitative methods are used to describe the results of the analysis of the
learning obstacles experienced by students in the integer operations material. The
process carried out in this research is by analyzing the learning obstacle of students
which is carried out at the didactic situation analysis stage:
1
METHODS
Analysis Of Didactic Situation
Analysis of Metapedadidactic
Analysis of Retrospective
.
Analysis of Metapedadidactic was carried out by
the lecturer before, during, and after the trial of
teaching materials
The analysis of didactic situation was carried out by a lecturer
in the development of teaching materials before being tested
in learning events.
Analysis of Retrospective, conducted by the
lecturer after the trial of teaching materials.

4. 1 2 3
4
5
RESULT & DISCUSSION
This part will be explained into 3 sections. they are
Learning Obstacle test, First Didactic Design, and
Revision of Didactic Design mathematical creative
thinking skills (flexibility, originality, and
collaboration)
Q1. Do you know the endog-endogan game shown
in the picture below?
Figure 2. Online Learning Situation in
Covid 19 Pandemic

5. 1 2 3
4
5
Learning Obstacle (LO) TEST
Here are the questions in the LO test:
1. How to teach the concept of addition 5+2=7 using one of the traditional games you know?
(fluency indicator)
Student Response:
Using a number line game because of the additional slides to the right. At first, the child jumps to
the right 5 times then jumps again 2 times and stops at 7.
The response is not appropriate because it did not fluency explain a cultural idea in connecting
traditional games with the mathematical concept in question.
RESULT & DISCUSSION
Figure 3. Picture of student response

6. 1 2
3
4
5
First Didactic Design
.
RESULT & DISCUSSION
Make an idea from this game to explain the addition of integers!
Suppose the problem above can be expanded. Make it for several cases in the addition of
integers! (Elaboration indicator) Prediction of student response: Students make several
answers, more than one. Eg -13 + 5 = -8 or 13 + (- 5) = 8 , etc.
The example of student responses
Figure 4. Picture of student response
Figure 5. Picture of student response
Partially appropriate, there are mathematical ideas and
traditional game modification ideas that are expanded
but incomplete:
Not suitable, no modification of the traditional game

7. 1 2
3
4
5
Revision of Didactic Design (RDD)
.
RESULT & DISCUSSION
Make an idea from this game to explain the addition of integers!
Suppose the problem above can be expanded. Make it for several cases in the addition of integers!
(Elaboration indicator) Prediction of student response: Students make several answers, more than
one. Eg -13 + 5 = -8 or 13 + (- 5) = 8 , etc.
The example of student responses
Figure 6. Picture of student response
appropriate, students can create and develop ideas from the
endog-endogan games. Student response in creative thinking
is almost 90 percent optimal because it is by the
predictions of the lecturer in carrying out Sundanese
ethnomathematical learning.
Sundanese ethnomathematics learning has a learning
trajectory from determining Learning Obstacle, then first
design didactical and design didactical revision.
[9] D. Clements and J. Sarama, Learning and Teaching Early
Math. The Learning Trajectories Approach. 2014.
7

8. 1 2 3 4
5
Sundanese ethnomathematics learning with endog-endogan games
can improve students' creative thinking skills as evidenced by the
high suitability of student responses with the design of teaching
materials made. The learning trajectory of learning determines
the optimality of learning.
CONCLUSION

9. THANK YOU