Teaching media is one of the important things in the learning process. It can stimulate and motivate elementary school students to learn the materials in the learning process. Marionette Tangram is an educational teaching media for elementary school students which can be used in geometry in mathematics and history subjects. This research was a developmental research using the 4D (four D) model of Thiagarajan. This paper summarizes how to define, design, develop, disseminate and apply the Marionette Tangram. Needs analysis of the media was conducted in the “define” phase. The prototype of the educational teaching media was created in the “design” phase. The experiment was carried out in the “develop” phase. In the dissemination phase, information related to the instructions on how to use the media was given to the teachers in many schools. The last phase was to register the copyright of Marionette Tangram media at the Ministry of Law and Human Rights of the Republic of Indonesia. The results of this research show that Marionette Tangram is an innovative educational teaching media because it is formed from cultural values and can be used in the learning process as a teaching aid for mathematics and history subjects. Furthermore, it can be categorized into valid criteria; and the instructional application is effective.

Culture-based mathematics learning (C-bMLI) has emerged as a promising approach to improving students' mathematical skills, yet previous research presents inconsistent findings regarding its efficacy compared to conventional methods. To address this gap, a meta-analytic study is needed to consolidate and present the latest insights regarding the impact of C-bMLI on students' mathematical skills. It also aimed to discern the factors influencing the effectiveness of C-bMLI implementation. Datasets were collected from primary studies published in internationally recognized journals or proceedings. By rigorously adhering to inclusion criteria, a collection of 45 effect sizes from 25 primary studies was identified. The results of this analysis, conducted using the random-effects approach, produced a substantial combined effect size of and . The evidence unequivocally substantiated that the employment of C-bMLI significantly contributed to the mathematical process, standing as a superior alternative to conventional learning methodologies. The results of the heterogeneity analysis of the moderator variables showed that factors such as the type of skills, educational tiers, country, publication year, and the variant of C-bMLI contributed to the observed variance, The variable of sample size did not exert a discernible impact on the effectiveness of the learning model.

Elementary school teachers should know how their students construct a very abstract concept of mathematical knowledge. Elementary school children are still at the concrete operational stage, while the characteristic of mathematics itself is This study is descriptive qualitative research. Data collected by observation and documentation. The study describes how Elementary school students should build their mathematical knowledge based on Bruner’s Theory (enactive, iconic and symbolic stage) and how mathematics learning process provided by Elementary school teachers.

Aim. This study is an ethnomathematical study that aims to describe and interpret the philosophical value and geometrical patterns of the famous architecture and ornament of the Indonesian traditional Mosque. Methods. This report subsequently used an ethnographic method, with data being obtained through observation, documentation, and Focus Group Discussion (FGD). Furthermore, the study subjects were a cultural practitioner and a group of educators, containing five primary school teachers in Central Java, Indonesia. Interviews, observation, and documentation were conducted during the research. The data was analysed qualitatively. Results. First, from the data analysis, it was found that there are several philosophical values contained in the architecture and ornaments of a Javanese traditional mosque such as the relationship that must always exist between humans and God and fellow human beings, Islam, iman (faith), Ihsan (kindness), openness, honesty, obedience, and humility. The second indicates the relationship between the Javanese architecture and ornament of the Indonesian traditional Mosque and the geometrical patterns (the cuboid, and cylinder), symmetrical patterns, and geometry transformation (rotation) used as the source of learning and starting point to the mathematical learning process. Conclusions. These results were specifically useful to primary school teachers when teaching geometry. Through culture as a context or starting point, the new mathematical learning resource was also used for geometric learning. In addition, the philosophical significance of these artifacts fostered an interest in the indigenous culture and good character values.

Tujuan penelitian ini untuk mengetahui: (1) apakah penggunaan interactive multimedia pada pembelajaran matematika berbasis kurikulum 2013 menghasilkan prestasi belajar matematika yang lebih baik daripada pembelajaran konvensional? (2) manakah yang memberikan prestasi belajar matematika yang lebih baik, antara siswa-siswa yang mempunyai kecerdasan intrapersonal tinggi, sedang, dan rendah? (3) apakah terdapat interaksi antara pembelajaran matematika dan kecerdasan intrapersonal siswa terhadap prestasi belajar matematika? Populasi dalam penelitian ini adalah siswa kelas V SD Negeri kecamatan Kota Kabupaten Kudus tahun pelajaran 2014/2015. Pemilihan sampel dengan cara cluster random sampling, diperoleh siswa kelas V SD 1 Muhammadiyah sebagai kelas eksperimen dan siswa kelas V SD 1 Gondangmanis sebagai kelas kontrol. Kelas eksperimen diajar menggunakan interactive multimedia berbasis kurikulum 2013, sedangkan kelas kontrol diajar dengan pembelajaran konvensional. Data diperoleh dengan metode angket untuk mengamati kecerdasan intrapersonal siswa dan metode tes untuk menentukan prestasi belajar matematika siswa yang kemudian dianalisis dengan analisis variansi dua jalan 2 x 3. Hasil penelitian adalah (1) Pembelajaran matematika menggunakan interactive multimedia berbasis kurikulum 2013 menghasilkan prestasi belajar matematika yang lebih baik daripada dengan pembelajaran konvensional, (2) Kecerdasan intrapersonal yang lebih tinggi menghasilkan prestasi belajar matematika yang lebih baik daripada kecerdasan intrapersonal yang lebih rendah, dan (3) Perbedaan prestasi dari masing-masing pembelajaran matematika konsisten pada masing-masing tingkat kecerdasan intrapersonal dan perbedaan prestasi belajar dari masing-masing tingkat kecerdasan intrapersonal konsisten pada masing-masing pembelajaran matematika.The purpose of this research was to determine: (1) whether the use of interactive multimedia based curriculum in 2013 mathematics learning resulted mathematics achievement in a better than conventional learning? (2) Which gives mathematics learning achievement better, between students who have intrapersonal intelligence high, medium, and low? (3) whether there is an interaction between mathematics and intrapersonal students' mathematics achievement? The population in this research were students of class V Elementary School Kudus City District school year 2014/2015. Selection of sample by random cluster sampling, obtained by fifth grade students of SD 1 Muhammadiyah as an experimental class and fifth grade students of SD 1 Gondangmanis as the control class. Experimental class taught using interactive multimedia-based curriculum in 2013, while the control class was taught by conventional learning. Data obtained by the questionnaire method to observe the students' intrapersonal intelligence and the test method to determine the learning achievement of the students then analyzed with two-way analysis of variance 2 x 3. The results of the study are (1) Learning math using interactive multimedia-based curriculum in 2013 resulted in the achievement of learning mathematics better than with conventional learning, (2) Intelligence intrapersonal higher yield learning achievement better than intrapersonal intelligence are lower, and (3) The difference in the achievement of each learning of mathematics is consistent at each level of intrapersonal intelligence and differences in learning achievement of each level of intrapersonal intelligence consistently on each of the learning of mathematics.