Improving Social Skills and Mathematics Understanding through Ethnomathematics-Based Learning at Sakola Motekar
DOI:
https://doi.org/10.35568/abdimas.v9i1.7410Keywords:
Ethnomathematics, Traditional Games, Social Skill, Mathematics Understanding, Contekstual Learning, EthnopedagogyAbstract
Ethnomathematics-based learning offers a contextual approach that connects mathematical concepts with local cultural practices. The mentoring program at Sakola Motekar is designed to improve the social skills and mathematical understanding of elementary school-age children through the integration of traditional games and ethnomathematics materials. Sakola Motekar is a non-formal educational institution in Cibunar Hamlet with 13 students and obstacles in the form of limited volunteers, teaching materials, and teacher capacity. This program targets the improvement of a minimum of 25% on mathematical ability and 25% on students' social skills after the intervention, as well as an increase in the number of permanent volunteers by at least 20% and the activation of two social media channels to strengthen marketing and sustainability. This article describes the intervention design, evaluation methodology (quantitative pre-post test and observation of social skills rubric), marketing management plan, and monitoring-evaluation framework. Theoretical studies support that ethnomathematics facilitates the understanding of concepts through cultural contexts and traditional games is effective for the development of children's social competence. The article closes with projected expected outcomes, practical implications, and sustainability policy recommendations. (Keywords: ethnomathematics, traditional games, social skills, contextual learning, social marketing).
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