International Conference on Global Innovations in Education.
Science, and Technology Faculty of Teacher Training and Education Universitas Muhammadiyah Mataram Mataram City.
Indonesia Mataram.
September 25-26, 2025 Kembara Ethno-Puzzle Walasuji: A Concrete Mathematics Learning Innovation for Developing Geometry Understanding in Middle Childhood Andi Ermita Sari1.
Aspikal 2.
Andi Muhammad Irfan Taufan Asfar 3.
Andi Muhammad Iqbal Akbar Asfar4.
Andi Nuranisa5.
Astika Sari6.
Hamsidar7 1,2,3,5,6,7Program Studi Pendidikan Matematika.
Universitas Muhammadiyah Bone.
Indonesia 4Teknik Kimia.
Politeknik Negeri Ujung Pandang.
Indonesia andiermita778@gmail.
com1, aspikallandu@gmail.
com2, tauvanlewis00@gmail.
andiifalasfar@gmail.
com4, andinuranisa30@gmail.
com5, astikasary29@gmail.
hamsidarsidar5@gmail.
Abstract: Geometry learning in elementary schools still faces significant challenges, as shown by studentsAo 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 studentsAo 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.
Disseminat.
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 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 Keywords: Ethnomathematics.
Educational Puzzle.
Walasuji.
Geometry.
Middle Childhood.
Concrete Learning.
Article History:
Received: 02-09-2025 Online : 04-10-2025 This is an open access article under the CCAeBY-SA license AiAiAiAiAiAiAiAiAiAi I AiAiAiAiAiAiAiAiAiAi INTRODUCTION Mathematics is one of the subjects that plays an important role in shaping logical, analytical, and systematic thinking skills (Siahaan, 2020, .
(Rahmaini, 2024, .
However, mathematics learning among middle childhood students is often faced with the challenge of limited conceptual understanding, especially in geometry (Fauzan, 2020, .
This is caused by the lack of connection between the material taught and the real-life experiences and cultural context familiar to the students (Islamy, 2025, .
(Novianto, 2024, .
The abstract nature of the learning approach tends to make it difficult for students to fully grasp the concepts of twodimensional and three-dimensional shapes (Fathoni, 2024, .
(Hafizah, 2023, .
According to PiagetAos theory, the cognitive development stage of middle childhood students is in the concrete operational phase, where understanding is more optimally achieved through manipulative activities and direct experiences (Putri, 2024, .
Therefore, appropriate 80 | International Conference on Global Innovations in Education.
Science, and Technology Volume 1.
September 2025, pp.
learning media are needed to match these developmental characteristics while also presenting contexts that are familiar to students (Adha, 2024, .
(Al Aluf, 2024, .
Ethno-Puzzle Walasuji emerges as an innovative learning medium based on local culture, designed to strengthen the concrete understanding of geometry concepts.
The Walasuji motif, a symbol of unity and protection in Bugis culture, is used as the main element in an interactive educational puzzle.
By integrating ethnomathematics into the learning process, students are encouraged not only to understand the forms and structures of geometric figures but also to appreciate the cultural values embedded within them.
Through the Kembara Ethno-Puzzle Walasuji, geometry learning can become more contextual, meaningful, and enjoyable, thereby fostering greater engagement and understanding among students.
METHOD
The implementation of Kembara Ethno-Puzzle Walasuji in mathematics learning showed positive responses from middle childhood students.
The medium successfully captured studentsAo attention and increased active participation in the learning process, particularly when they were asked to assemble geometric shapes based on Walasuji patterns.
The puzzle assembly activity not only strengthened their understanding of two- and three-dimensional figures but also fostered curiosity and appreciation for local cultural values.
During the implementation stage, students found it easier to identify differences between various geometric forms because they were directly involved in manipulating the media.
The active use of hands in assembling the puzzle pieces supported the development of spatial skills and logical thinking abilities.
This process aligns with the cognitive characteristics of students in the concrete operational stage, which requires experiential, hands-on learning.
Furthermore, the cultural values embedded in the Walasuji motif provided a contextual dimension to Students not only learned about shapes and their properties but also understood the symbolic meanings within the patterns, such as protection, strength, and order.
This integration reinforced the idea that mathematics is inseparable from daily life and the culture in which students grow.
Overall, the Ethno-Puzzle Walasuji demonstrated its effectiveness as a learning medium that connects cognitive, affective, and cultural aspects into one unified experience.
Learning activities became more meaningful because students were not merely completing tasks but also engaging in critical and reflective thinking about what they learned.
This serves as an important foundation for building deep and contextual understanding of geometry.
RESULTS AND DISCUSSION
Results The implementation of the Kembara Ethno-Puzzle Walasuji in the classroom demonstrated positive outcomes for students in the concrete operational stage.
Students were highly engaged and motivated to participate in the learning process.
The puzzle-based design, combined with local cultural elements of the Walasuji motif, captured studentsAo interest and made mathematical concepts particularly geometry more tangible and easier to understand.
Andi Ermita Sari.
Kembara Ethno-Puzzle.
The results of the pre-test and post-test indicated a significant improvement in studentsAo On average, studentsAo scores increased, showing a deeper comprehension of geometric concepts such as shapes, angles, and spatial reasoning.
Additionally, observational data revealed that students displayed more confidence in solving problems, improved collaboration during group activities, and demonstrated higher enthusiasm when interacting with the learning media.
Discussion The positive impact of the Kembara Ethno-Puzzle Walasuji is closely related to its design, which integrates cultural values into mathematics learning.
This ethnomathematics-based approach not only contextualizes learning within studentsAo daily lives but also strengthens their appreciation for local wisdom.
From a pedagogical perspective, the use of puzzle media supported the development of critical thinking, problem-solving skills, and collaboration.
Students engaged in active exploration while arranging puzzle pieces, which encouraged them to connect abstract concepts with concrete experiences.
This aligns with PiagetAos theory that children at the concrete operational stage learn best through hands-on activities and real-life Furthermore, the combination of cultural motifs with mathematical content enriched the learning experience, making mathematics more meaningful and less intimidating.
Students did not merely memorize formulas but experienced mathematics as part of their cultural This shows that learning media rooted in local culture has the potential to both improve academic achievement and preserve cultural heritage simultaneously.
Table 1.
Distribution of Students by School and Category School Name Number of Students SD Negeri 277 Palattae (Experimen.
22 students SD Inpres 12/79 Palattae (Tria.
22 students SD Inpres 10/73 Palattae (Contro.
18 students Category High
Medium
Low
CONCLUSIONS AND SUGGESTIONS
The results show that the Kembara Ethno-Puzzle Walasuji effectively enhances studentsAo understanding of geometry at the concrete operational stage.
Students in the experimental school, who engaged more intensively with the puzzle media, demonstrated better spatial reasoning, problem-solving skills, and collaborative learning compared to those in the control school who only experienced conventional instruction.
The integration of ethnomathematics through the Walasuji motif not only contextualized the learning process but also enriched studentsAo appreciation of cultural heritage.
This aligns with PiagetAos theory that children at the concrete operational stage require hands-on, manipulative, and experiential activities to construct abstract concepts more effectively.
From a pedagogical standpoint, the use of the Ethno-Puzzle Walasuji supported active learning, critical thinking, and cultural awareness By embedding cultural values such as protection, unity, and order into the puzzle design, students were able to see mathematics not merely as abstract symbols but as a discipline 82 | International Conference on Global Innovations in Education.
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closely tied to their cultural identity and daily life.
Thus, the findings reinforce the argument that culturally based educational media can serve as a bridge between cognitive development and cultural preservation, making mathematics learning more meaningful, contextual, and ACKNOWLEDGMENTS The researcher would like to express sincere gratitude to the Ministry of Education.
Culture.
Research, and Technology of the Republic of Indonesia for the funding support that made this research possible.
Appreciation is also extended to Universitas Muhammadiyah Bone, particularly the Faculty of Teacher Training and Education, for providing both moral and material support.
The researcher is deeply thankful to the lecturers, students, and partner schools who have contributed to the successful implementation of this research.
Lastly, heartfelt thanks are given to family and colleagues whose encouragement and assistance greatly supported the researcher throughout this journey.
REFERENCES