E-Module of Cube and Cuboid Based On Ethnomathematics for Five-Grade Elementary School Students

ABSTRACT


A. INTRODUCTION
Indonesia is experiencing significant challenges facing the industrial revolution 4.0 and COVID 19 in every field. The impact felt from these problems is not only felt by the health sector, but almost all sectors are affected, one of which is the education sector (Pragholapati, 2020). Technology can distribute information so that all students respond in the learning process (even einum). In the 4.0 industrial revolution and the digitalization of learning activities during the pandemic, the online system is accessed wherever the location is occupied by students (Lestari, 2020). Strategies to improve online learning are interactions between students online, creating conducive learning conditions, involving supportive learning tools, providing feedback, and creating learning content (Yulia, 2020). Using technology, students can produce sketches to solve problems related to experience (Hoyles, 2018). So that teaching materials such as texts, reference books, journals, dictionaries, encyclopedias, magazines, and more can be accessed via mobile phones or computers online (Kufi et al., 2020).
The technology module is a modern educational medium and helps to learn activities during the pandemic. Creating modern media, commonly known as electronic modules, requires knowledge of the correct installation program and system (Atiwitayaporn & Vehachart, 2012). The definition of an e-module is in four parts: the absence of loss of books, content, devices used to create reader content and distribution of readers that anyone can access (Letchumanan & Ahmad, 2010). So that the use of this e-module can help achieve learning goals that can be accessed by students and cannot be lost even though time has passed. That is advantageous during a pandemic that can be travelled long distances and accessed anywhere (Syah, 2020). The use of e-modules in learning mathematics has failed due to students' difficulty in reasoning mathematically in elementary school so that the real things are needed according to examples of experience and phenomena in each student (Boero et al., 2018).
Based on the research results in the field, the teaching materials used by fifth-grade elementary school teachers, especially mathematics learning with geometry material, still use printed books or student handbooks containing material and questions. There are several drawbacks to using printed, or student handbooks in learning, namely, the material presented is less contextual. When conducting research, it was found that students still did not understand the concept. However, there were still students who memorized the formula without understanding the concept in its application in everyday life. Thus, students have not been trained to relate the material to everyday life or the environment around students in finding concepts. It impacts the learning process where we are currently experiencing a pandemic period so that the face-to-face process is limited and carried out online by accessing technology so that learning is conducive so that it can be carried out between teachers and students delivering material. We need a place to facilitate the learning process by using emodules that are packaged excitingly. They are not bored when studying at home, forming independent students without involving parents in their use related to the contextual cube and cuboid material, one of the math materials.
This has been carried out by research by Bai et al., (2015) suggesting that children who are taught mathematical concepts by not relating them in their daily lives will make children forget quickly and even cannot apply mathematics to cube and block material or called geometry. mathematics, namely problem solving, reasoning and proof, communicating, connection and representation (Cook & Borkovitz, 2017). Suryawati et al., (2010) mathematics is not a science for memorizing formulas in order to calculate and find the final result, but mathematics is understanding and inculcating mathematical concepts by linking the lives around students so that it will have an impact on the process of applying mathematics in student activities. Mathematics is a science that deals with the concepts of everyday life, especially three-dimensional building materials (geometry) (Yuniasih, Nury;Wahyuningtyas, 2019). In accordance with the opinion of the application of various mathematical concepts, one of them is building material (cubes and cuboid) or what is commonly called geometry learning.
Van Hiele believes that in geometry in elementary school, students will learn the material of flat shapes, building spaces where flat shapes are for grade 3 and building spaces for grade five in their application. Technology-based geometry is easily constructed (constructed), manipulated, measured, searched and verified (Chan & Leung, 2014). That relates to the teaching and learning process, especially to teachers who must be responsible for teaching geometry to children by providing direct experience (Bayrak et al., 2014). In addition, topographical assignments can increase students' abilities and skills in determining the area of the gazebo, garden, guardrail, and house volume (Vidermanova & Vallo, 2015). The geometry of the part of the concept information creates an opportunity to generate an attractive and pleasant positive attitude (Bayrak et al., 2014). Geometry is related to everyday life, for example, observing geometric shapes, reasoning geometric concepts, recognizing their properties, ordering the nature of concepts, reasoning and organizing evidence logically, and comparing geometry without being shown a concrete object (Bulut & Bulut, 2012). Geometry material is contained in teaching materials in the form of electronic teaching materials.
Teaching materials that can be used to support online learning during the COVID-19 pandemic are using electronic modules (e-modules). According to Syukra (2019), an e-module is a set of independent teaching materials arranged in detail and presented in electronic form in animation, audio and navigation to achieve learning objectives. Independent teaching materials prepared to support the teaching and learning process are e-modules. An electronic module is a book format presented in electronic form, so a computer or electronic book reader is required to read it. E-modules can attract students' interest in learning geometry because, in the e-modules, there are animated images, learning videos, and quizzes that can be done directly by students. One of the software used in making this e-module is a Sigil. Sigil is an application for making digital books in an ePUB format that can be stored on a flash drive. Word files that have been converted to ePub can be read through the ePub Ebook Reader application (Liana et al., 2019). The sigil application is an application that can be used to develop digital learning modules (Ramadhani & Fitri, 2020). The application of e-modules by applying ethnomathematics when learning takes place.
Ethnomathematics is mathematics influenced by specific cultural elements, so ethnomathematics is defined as the cultural anthropology of mathematics and mathematics education. Ethnomathematics is an approach that can be used to explain the reality of the relationship between environmental cultures and mathematics where students use mathematical experiences from their own culture or other cultures (Hardiarti, 2017;Pebriana, 2017;Verner et al., 2019). The advantage of this rich cultural experience is that students must be exposed to various cultural experiences and resources. Linking them with learning cultures will be more meaningful and able to develop their own cognitive, social and emotional attitudes (d 'Entremont, 2015;Suharta et al., 2017;Verner et al., 2019).
Several previous researchers have developed ethnomathematical-based mathematics teaching materials in the form of e-modules and Student Activity Sheets that are associated with the culture of the Yogyakarta palace (Ayuningtyas & Setiana, 2019). Furthermore, the teaching materials developed by (Aini & Masykur, 2018) are in the form of math handouts that are linked to local culture. Ethnomathematics is one of the ideas to facilitate learning mathematics with culture and teachers to more easily instil cultural values so that meaningful learning will be created (Andriyani & Kuntarto, 2017;Masamah, 2018). Previous research has linked Balinese traditional house culture with cylinder volume learning and can improve student achievement (Suharta et al., 2017). Mathematics is inseparable from culture; ethnomathematics is essential in motivating students (Abi, 2017;Zaenuri & Dwidayati, 2018).
Based on this research, the importance of conducting sustainability research in developing emodule cubes and cuboids is based on cultural ethnomathematics in Indonesia. The study aimed to determine the feasibility, practicality and effectiveness of developing ethnomathematical-based e-modules for building cubes and cuboids for fifth-grade elementary school students.

B. METHODS
This type of research is development research. This research is development research using a development model. Researchers use the type of 4D model development, which includes: Define, Design, Develop and Disseminate. The researchers chose the 4D model because the developed e-modules can be arranged in a complex and systematic way, making it easier for researchers to develop products. Defining activities are determining the conditions that must be met and finding materials and online media needed in learning activities. Planning is done by designing and compiling materials according to an ethnomathematical approach, including format selection, media selection and initial design. The development stage tests two validators: media experts and materials experts who assess product validity. According to Sugiyono (2016), e-modules are said to be valid if the modules developed are based on e-module development procedures and have been validated by experts. After that, the development activities go through the validity/feasibility test, e-module products that have been designed and made are given to experts to be given an assessment of suggestions or criticisms that are useful for improving e-modules so that they can be distributed to students, product improvement and the trial phase. Furthermore, dissemination or distribution activities are carried out by distributing products with a broader reach, such as in other classes or academic units.
The research uses quantitative and qualitative data analysis techniques. Quantitative analysis is in the form of validators and respondents filling out questionnaires related to emodule cube and cuboid based on fifth-grade elementary school ethnomathematics. The validator's results are evidence to test the feasibility or validity of the ethnomathematicsbased e-module cube and cuboid. The qualitative analysis comes from media and material experts' suggestions and criticisms. Furthermore, the response of teachers and students to fill in the criteria as a reference for the primary material for revision of the ethnomathematicsbased e-module cube and cuboid developed by the researcher. Furthermore, the practicality test through e-module products is given to teachers and students in order to get a response to fill in the criteria as a reference for basic revision materials, besides that it is also effective through a posttest exam given to students to be given questions and done by students to find out the student scores that have been done. The score criteria were taken from the results of the teacher and student responses as well as the posttest scores for the ethnomathematicsbased e-module of cubes and blocks developed by the researcher.

C. RESULT AND DISCUSSION
They are developing ethnomathematics-based e-module cube and cuboid for fifth-grade elementary school students using the 4D method through the four stages of Thiagarajan, as shown in Figure 1. The stages are (1) Definition, researchers determine material limits and determine online teaching materials used during the pandemic, (2) Planning, researchers make designs such as format selection, media and initial design, (3) development, researchers carry out validation or feasibility tests to material experts and media based on module procedures (Faroh et al., 2018), (4) distribution, researchers distribute e-module products with a wide range, either distributed in class or other educational units and fill out teacher and student response questionnaires and carry out learning outcomes students in the use of the inquiry ethnomathematics e-module for fifth-grade elementary school students.
The design of e-modules is arranged systematically with attractive presentations in terms of material and statements related to students' daily lives or the environment around students. Each picture has an explanatory sentence or topic according to the material and ethnomathematical steps to measure cognition related to culture or understanding of the material contained in the e-module.

Ethnomathematical Stage Observing Problems
The results of the e-module development can be seen from stage 1 of ethnomathematics as shown in Figure 2. They are based on Figure 2, observing the problem by presenting questions related to the shape of a cube where the shape of the space is presented with a candle image complete with reading text. Students will observe the image of the temple then the image of the temple is broken into one by one parts into a flat square shape. So students will learn the concept that the shape of a cube is a combination of a flat square shape so that students will find the surface area of the cube and easily understand the volume. After observing, students will try to express opinions by making hypotheses or conjectures. In contrast, students will try to answer questions according to the questions that have been presented. Those are from story questions to find the area of a square and the form of images of nets and building a cubeshaped space. That is to determine the surface area of the cube and how the work is carried out in stages. More importantly, there is a check of answers. After students work, students can immediately check the answers that have been answered. That is following (Villardón-gallego, 2016), which states that the inquiry step is related to observing the problem with the experience they have and making temporary guesses between the events in the e-module and the students' individual experiences.

Ethnomathematical Stage Designing and Conducting Experiments
The e-module development results in terms of the ethnomathematical stage of stage 2 are presented as shown in Figure 3. In Figure 3, students will be invited to the stage of designing an experiment; after the experiment stage. the student will find a cube that is presented in the form of a temple that has different sizes with the image of the cube presented in a square in it and students determine the volume. It is from the temple picture, and students immediately check the answer. After that, students will be invited to conduct experiments to obtain information. Students are trying to find a picture of a cube, calculating the volume of a cube through a unit cube by looking for length, width and height. Students are invited to understand the concept one by one to determine the concept of the volume of a cube. Designing and conducting these experiments can be related to understanding cause and effect, relationships and forces, and designing and collecting concrete evidence that is culturally motivated by each individual's ideas, following the reality that students themselves experience about geometry (Thuneberg et al., 2018).

Ethnomathematical Stage of Analysis and Conclusion
The e-module development results in the Ethnomathematics stage 3 are presented as shown in Figure 4.  Figure 4 shows students collecting information through video by observing the video from beginning to end and then collecting detailed information. After that, students will analyze the information that has been collected related to videos and animated images in the form of temples, and students can immediately check the answers. In the last stage, students conclude by observing pictures of cube-shaped shapes along with cube nets so that they can answer the questions that have been provided, starting from the names of the shapes, edges, sides and others, and students can immediately check the answers. Students' efforts in developing their ideas must draw a conclusion based on objective evidence with a conceptual review that can be accounted for both from concepts based on student experience or literature (Voet & Wever, 2016).
The design of the cube and cuboid space building module, which contains material for the volume of cubes and blocks, observes pictures of Prambanan temples and Borobudur temples. Determines images that resemble cubes and blocks and contains practice questions that relate to culture in Indonesia (Candi Badhut, Jago Temple, Watu Gilang, Kelurak Inscription, tomb of Sultan Hasanudin, Gamelan). This cube and cuboid building module relates to a culture commonly called ethnomathematics. Mathematics needs to provide content to bridge between mathematics in the everyday world based on culture (Wulantina & Maskar, 2019). Researchers conducted a feasibility test and practicality test and tested the effectiveness of the inquiry-based cuboid e-module. Based on the feasibility assessment carried out by media expert validators and teaching materials, they are presented as shown in Table 1. Based on Table 1, the assessment results from material and teaching materials experts are known that the module gets 82.5%. The developed module is feasible but with revisions according to the input from the validator of teaching materials and materials experts. In line with the research (Disnawati & Nahak, 2019), Student Worksheets based on the Ethnomathematics of Eastern Weaving are valid for the learning process.
After that, deploy the e-module that has been developed and finish passing the expert validation stage and development trial. E-module cube and cuboid based on ethnomathematics for fifth-grade elementary school students are ready to be distributed in the form of soft files and the addition of applications easily on each student's android. After conducting field trials by researchers in product testing, the assessment results of student and teacher responses as shown in Table 2. The average of all teacher and student assessments showed that the inquiry-based emodule cube and cuboid got an average score of 85.0% using the "practical" category. That follows research by Buchori & Rahmawati (2017) with eligible criteria of 85.2% through student responses using the module. Thus, the e-module cube and cuboid based on ethnomathematics for fifth-grade elementary school students are deemed suitable for mathematics learning activities. It has been developed through analysis of student learning outcomes tests to determine the effectiveness of the e-module cube and cuboid based on ethnomathematics. The average test score is 84.1 in using ethnomathematics-based emodules and cuboids in fifth-grade learning activities in elementary schools. The post-test exam was carried out by 20 students with five questions provided with types of questions related to culture, one of which was in the form of a temple associated with calculating the volume of a space. The research of Kumnuansin & Khlaisang (2015) states that there was a difference with a significant level between the pre-test and post-test values of 0.05. Innovative learning methods related to culture with electronic media in the form of e-modules to create motivational learning so that learning is student-centred. Improving literacy and the bias associated with the culture around students in the use of e-modules will make students interested in the learning process (Korat & Shamir, 2008).
Research findings from Roskos et al. (2017) stated that the content of e-modules in the learning process is more effective in curriculum management so that the curriculum develops and collaborates more rapidly. E-module is proven that the media used in distance learning is that everyone has the freedom to reach information in solving problems (Gorghiu et al., 2011). Using ethnomathematics will increase the love of culture around students, which positively impacts society in terms of education and culture (Abdullah, 2017). Learning accessed in geometry electronics will provide feedback, generate and develop examples and literacy resources related to geometry. Ethnomathematical learning provides learning opportunities and strengthens cultural connections in mathematics learning abilities (Prieto et al., 2015). In addition, it acts as student evidence in preserving the culture around students so that students can develop abilities in the development of mathematics learning (Supiyati et al., 2019).
Based on the results of the analysis of the criteria for the e-module, the cube and cuboid material based on ethnomathematics for fifth-grade elementary school students has met three criteria, namely the feasibility test, practicality test and effectiveness test. Thus, cube-based and cuboid-based e-modules for fifth-grade elementary school students can improve the ability to connect cultural fields with mathematics.

D. CONCLUSION AND SUGGESTIONS
Based on the results of the initial product design from the discussion, it was concluded that the ethnomathematics-based e-module cube and cuboid were declared valid or feasible to obtain from an average value of 82.05%. Meanwhile, the practicality of the e-module through teacher and student response questionnaires was stated to be very practical, with an average score of 85.%. In addition, the product's effectiveness using the e-module learning outcomes test obtained an average score of 84.1 with an effective category because the value is above the KKM score of more than 70. The results of these acquisitions indicate the completeness of learning outcomes related to contextual students.
This research is expected to develop teaching materials in the form of e-modules, cubes and ethnomathematics-based cuboids that can be used during a pandemic. So, the students will develop a passion for learning and be able to provide innovations with a broader thought that mathematics can be linked to culture.
To create a mindset that mathematics can be used as a reference that mathematics is a concept that cannot be separated from the culture in the student environment. Further research can continue by displaying e-modules with more exciting materials and creating a critical mindset in linking more diverse cultural conditions, planting more detailed concepts to produce innovations in developing teaching materials as sustainable research.