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Egrang is one of the traditional games in Indonesia which is known in various regions with the same or different names. As part of a culture, traditional games contain a variety of knowledge that can be implemented in school learning. Generally, the implementation is done for one subject only. This study aims to explore egrang, identify ethnomathematics and ethnosports contained in it, and implement ethnomathematics and ethnosport in elementary school thematic learning. Research respondents are cultural figures in Banyuwangi and Surabaya, teachers, and third-grade students in an elementary school in Banyuwangi. The research uses ethnographic-based qualitative methods. Data were collected by observation, interviews, questionnaires, and tests. Data analysis was carried out qualitatively and quantitatively. The results showed that there were ethnomathematics and ethnosport in egrang. The sorting of ethnomathematics and ethnosports that is implemented in learning shows that learning in elementary school grade 3 with thematic concepts provides an average value learning implementation of 4.37 which includes high criteria, and the value of completion of exercise is 87 which includes high criteria. Research can be developed using other ethnomathematics and ethnosports in thematic learning in different classes or levels. [ABSTRACT FROM AUTHOR]

Fractal is a geometric object that can be broken down into several parts and has a shape similar to the original. The development of the motif uses Koch Snowflake, the Mandelbrot Association, the Hilbert Curve, and the Julia Association to add a combination of Batik Daun Singkong Bondowoso. This study uses the Research and Development (RnD) research method with the final product in the form of Student Worksheets (LKS) containing fractal-based batik motifs. Data collection methods used are observation, interviews, student response questionnaires, and documentation. Based on the results of initial observations, it was found that several Batik Daun Singkong Bondowoso motifs had mathematical elements. Some of these batik motifs were developed using fractals assisted by GeoGebra application technology and resulted in the final product of the Student Worksheet (LKS) [ABSTRACT FROM AUTHOR]

The mathematical process is one part of mathematical literacy that students need to have in solving mathematical problems. Therefore, students who have good mathematical processing skills will find it easier to solve mathematical problems related to the real world. This article aims to determine students' mathematical literacy skills in solving story problems based on mathematical processes. The story problem in question is a math problem related to the real world. This research is a qualitative research with descriptive method. Data analysis techniques in this study consist of data collection, data reduction, display data, and verification. The subjects of this study were three students from the ninth grade in one of the junior high schools in Banyuwangi. Subjects were selected based on three considerations, namely academic ability, teacher recommendations, and students' willingness. The story questions given consist of two story questions about Quadrilateral material. The indicators of mathematical literacy ability used in this study include: (1) understanding the problem, (2) selecting knowledge, (3) outlining plans, (4) solving and reasoning, and (5) evaluating results in problem solving. The results showed that the mathematical literacy ability of the ninth graders in solving the story problems of the quadrilateral material had not met all the indicators of the mathematical literacy process. In addition, the results of the study also showed that students were not accustomed to writing down the information contained in the questions, and did not describe the completion plan clearly. From these results it is suggested that teachers train to involve the mathematical process in the learning process so that students are accustomed to solving problems related to the real world and can improve their mathematical literacy skills. [ABSTRACT FROM AUTHOR]

Mathematics has a fairly close relationship with culture. History shows that mathematics emerged as a product of a culture based on human social activities. Integrating mathematics with culture will have an impact on more effective and meaningful learning, especially in Geometry learning which is closely related to everyday life. Alas Purwo National Park is one of the historical heritage sites located in Banyuwangi. This study aims to describe the results of ethnomathematical exploration on historical buildings in Alas Purwo National Park, namely Pura Luhur Giri Salaka. This study uses the method of observation, documentation, and interviews with research instruments in the form of observation sheets and interview guidelines. The results of the study indicate that the architecture of Pura Luhur Giri Salaka reflects some Geometry properties. Gapura building reflects some geometry shape and space such as triangle, rectangle, prism, and pyramid. Besides that, some of Geometry transformation also could be seen building. The rotation and dilation properties can be seen in the bale kulkul building. The translational and reflection properties about y-axis can be seen in the gate of Pura. Furthermore, the results of this study can be used as the source for the development of learning materials in geometry. [ABSTRACT FROM AUTHOR]

This research is development research to produce student's worksheet based on a valid, practical and effective realistic mathematics education (RME) approach to know the mathematical problem solving abilities of vocational students in geometry transformation material of the translation sub topic. Thiagarajan's 4-D model was chosen as the research design to be used in this study. The 4-D model consists of 4 steps named define, design, develop and disseminate. The theme tthat choosen as a topic in development of student's worksheet was Batik Bondowoso. Based on the results of the study, it can be seen that (1) the development of student's worksheet has been valid based on validation by experts; (2) The development of student's worksheet can be effective and practical based on trials, where the learning objectives have been achieved and the student responses are positive. [ABSTRACT FROM AUTHOR]