Interactive Fraction Learning for Elementary Schools: Integrating Ethnomathematics and Leap Motion

Khaerul Anam; Kwan Sik Chung; Diki Diki; Gunawan Wiradharma; Mario Aditya Prasetyo

doi:10.31764/jtam.v10i4.41220

Interactive Fraction Learning for Elementary Schools: Integrating Ethnomathematics and Leap Motion

Khaerul Anam, Kwan Sik Chung, Diki Diki, Gunawan Wiradharma, Mario Aditya Prasetyo

Abstract

In Indonesian elementary education, fractions are frequently taught without meaningful connections to real-life experiences, and conventional learning resources rarely enable students to explore mathematical concepts through interactive, hands-on activities. Previous studies have examined digital media or ethnomathematics separately, but rarely integrate motion-sensing interaction, Realistic Mathematics Education, and local culture in fraction learning. This study aimed to analyze learning needs and formulate specifications for Leap Motion–based ethnomathematics media for fourth-grade students. As the Analysis stage of an ADDIE-based Research and Development study, data were collected from 34 students and teachers at two public elementary schools in Bandung through classroom observations, semi-structured interviews, and student questionnaires. The instruments included observation sheets, interview guidelines, questionnaires, and document-analysis sheets. Questionnaire data were analyzed using descriptive statistics, while qualitative data underwent coding, thematic categorization, triangulation, and needs-to-specification mapping. The findings indicated a need for concrete–digital, interactive, and contextual media. The proposed specifications include hand gestures for sliding, rotating, separating, combining, and dividing virtual surabi pieces; circular surabi representations partitioned into equal parts illustrating 1/2, 1/3, 1/4, and other fractions; dynamic visualization; and immediate audiovisual feedback. These specifications connect formal fraction concepts with kinesthetic–visual learning and students’ cultural experiences, supporting more inclusive and meaningful mathematics learning.

Keywords

Mobile Learning; Ethnomathematics; Leap Motion; Realistic Mathematics Education; Fraction.

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DOI: https://doi.org/10.31764/jtam.v10i4.41220