Kembara Ethno-Puzzle Walasuji: A Concrete Mathematics Learning Innovation for Developing Geometry Understanding in Middle Childhood

Abstract

Abstract: Geometry learning in elementary schools still faces significant challenges, as shown by students’ low achievement in understanding three-dimensional shapes, symmetry, and nets. The lack of concrete learning media and the dominance of conventional approaches cause difficulties in connecting abstract concepts with real-life experiences. This situation highlights the need for innovative learning aligned with the concrete operational stage of students’ development. This study aims to develop the Kembara Ethno-Puzzle Walasuji as a valid, practical, and effective medium to improve geometry comprehension and critical thinking skills through the integration of ethnomathematics based on Bugis cultural motifs. The research employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate). Trials were conducted with fourth-grade students at SD Negeri 277 Palattae and SD Inpres 10/73 Palattae, Bone Regency. Research instruments included expert validation sheets, practicality questionnaires, pre-tests, post-tests, and classroom observations. Data analysis involved validity, practicality, effectiveness tests, N-Gain, and effect size to measure learning outcomes. Findings indicated that the medium was rated highly valid by experts, practical by teachers and students, and effective in enhancing geometry understanding with moderate to high improvement. The impact of the Ethno-Puzzle Walasuji lies not only in strengthening mathematical skills but also in preserving Bugis cultural heritage, thereby fostering contextual, meaningful, joyful, and sustainable learning.