Design of Mathematics Activities Based on the Pottery-Making Process of Tondowulan Village to Develop Number Sense of Elementary School Students

Abstract

This research aims to design mathematics learning based on local culture through the context of pottery crafts in Tondowulan Village to develop the number sense of elementary school students. The background of this research is based on mathematics learning in elementary school which still focuses on procedures so that it is less meaningful for students. The Realistic Mathematics Education (RME) approach is used because it emphasizes the process of mathematical thinking through real situations that are close to the lives of students. The method applied was design research with the subject of grade II elementary school students who participated in five learning activities in the Student Worksheet (LKPD) with the theme "The Pottery Craftsman". Data was obtained through observation, student work results, and notes on the learning process. The results of the study show that the cultural context of pottery is able to facilitate the mathematical thinking process from the concrete to the symbolic and foster number sense indicators, such as understanding the meaning of numbers, flexibility of counting strategies, and the ability to relate addition and subtraction operations logically.