Development of Traditional Hopscotch Game Learning Media Based on Ethnomathematics in Class IV 9 Sila State Elementary School

Abstract

Mathematics is a basic subject that is taught from an early age, including two-dimensional material. The process of that material in mathematics tends to be developed through conventional teaching patterns. This makes the two-dimensional material can't to be understood well by students and has an impact on students' low math scores. It is necessary to develop learning media in this study in the form of learning media for traditional hopscotch games based on ethnomathematics on two-dimensional geometric materials. This research is an R&D research with 4D type consisting of Define, Design, Development, and Disseminate. The instruments in this study were interviews, questionnaires, and documentation. Interviews were used to analyze teacher needs, questionnaires were used in product validation by validators, asking for student responses on small and large scale tests, and assessing teacher and student activity in learning and documentation to perpetuate research. It was found that the assessment criteria for all validators obtained very good scores with details of the learning media validator having an average score of 90.97% (very valid), the learning material validator having an average score of 99.10% (very valid), the learning problem validator has an average score of 99.16% (very valid). The small-scale test with 10 students has a classical percentage of 90.1% (very good). Meanwhile, a large-scale test with a total of 20 students obtained teacher activity having a score range of 98.68% (very valid), student activity having a score range of 90.90% (very good), student responses having an average score of 94.1% (Very good). While the results of the final evaluation of students using the two-dimensional hopscotch media obtained an average value of 83.85, the classical completeness score was 90% of the 18 students who scored ≥ 70. Thus the two-dimensional hopscotch media is feasible and very effective to use.

INTRODUCTION
Mathematics has an important role in education because it includes the basic knowledge of human logic, therefore learning mathematics is applied directly in social life. Indriani (2016) says that mathematics is needed and useful in solving real problems. Cockroft (in Yeni, 2015) reveals several purposes in teaching mathematics such as 1) useful in various aspects of life, 2) useful for all other lessons according to appropriate skills, 3) useful as communication, 4) useful representations presentation of information, 5) useful for improving the ability to think logically, and 6) useful as satisfaction in solving problems. Various reasons for the importance of a student learning mathematics are because it is very useful in his daily life and work as well as in future work. So it is important to teach mathematics at every level, especially State Elementary School education which is sequenced, logical, and tiered.
The scope of learning mathematics in State Elementary Schools is not only studying math problems. Johnson and Myklebust (in Yeni, 2015) state that mathematics is a useful symbol for expressing quantitative relationships and thought processes. There are 4 coverage areas in mathematics including space & shape, change & relationships, quantity, and uncertainty which can be specified into arithmetic, algebra, and geometry. Space & shape is related to the recognition and understanding of geometric patterns in the identification of abstract patterns and their representations in the real world (Aqib et al., 2018).
Geometry is one of the mathematics subjects taught in State Elementary Schools. This is because geometry can relate mathematics to the real world. Therefore, geometry is very important to teach. This is to Van De Well's expression (in Kahfi, 1996) where there are 5 reasons for the importance of studying geometry, such as: 1) Geometry becomes a tool for a complete appreciation of the world, as found in the solar system, plants, crystals, geological formations, animals to arrive at architectural art results; 2) Geometry becomes an exploratory tool in developing problem-solving skills; 3) Geometry has an important role about other fields of mathematics; 4) Geometry is used by people in everyday life; 5) Geometry is fun and full of puzzles. This geometry consists of plane shapes and spatial shapes. The buildings in this geometry are very close to student life in general. This is to what was said by Zukhairina et al., (2013) that students from an early age are familiar with objects around them according to the shapes of twodimensional figures that are often found such as coins, books, blackboards, and so on.
Even though they are close to students, there are still many students who have not mastered geometry material. Jiang's opinion (in Nur'aini et al., 2017) saying that geometry is one of the fields of mathematics which is very weakly absorbed by State Elementary School students. One of them is in understanding concepts. Sudjadi (in Ahyansyah, 2016) also said that geometry is the most difficult mathematical material, especially the problem of understanding concepts. Difficulties in learning are usually due to learning that uses conventional methods and is not supported by learning media. It makes students unable to work on the test questions given by the teacher and the difficulty of linking geometry with real life so that the learning outcomes obtained are low.
One of the schools that has a very low ability to learn geometry is grade IV students at 9 Sila State Elementary School. One of the low abilities to learn geometry is in the material of two-dimensional figures. Based on the results of the author's interview with the mathematics subject teacher SM, information was obtained that the low learning ability of the students was due to 1) the unavailability of learning media, the teacher only relied on the blackboard so that students mostly memorized and were unable to solve problems involving real-life problems; 2) Learning still uses conventional teachercentered methods, students only listen, pay attention and record the teacher's explanations; 3) Learning resources only use textbooks so that they do not direct students to find their knowledge.
Based on the results of the interviews above, the problem must be handled properly in the learning process. Therefore, the teacher's role is very large in conveying all subject matter, so that students like and understand the material provided. According to Sugiyanto (in Rusnilawati et al., 2018) says professional teachers not only develop knowledge but also must be able to convey learning that makes students interested and that the content of the material is meaningful to students. Two factors that make students interested are the subjects and the way of teaching by the teacher.
One of the ways that can be taken is to develop learning media that are by the curriculum and student characteristics. The purpose is to make students happy and to increase student curiosity about mathematics. Hamalik (in Mahmudah, 2018) explains that learning media are tools, methods, and techniques to accommodate interactions between teachers and students in the learning process at school. Therefore learning media is very important in the learning process. The use of learning media must be creative, innovative, and able to change the class atmosphere to be more lively and fun.
This can be realized through the media of traditional games. One of the traditional games that contain cultural and mathematical elements is the hopscotch game. This hopscotch game contains elements of geometry. This is in line with what Rusnilawati et al., (2018) said that the hopscotch game reflects various forms of two-dimensional figures. The cultural series and mathematical elements in the hopscotch game are called ethnomathematics. According to Irawan (2018), ethnomathematics is a combination of mathematics and culture that aims to facilitate students' understanding and is used to examine the values contained in their culture. Abdullah (in Rudyanto, 2019) says the purpose of ethnomathematics is to explain the relationship between mathematics and culture.
This ethnomathematics-based traditional hopscotch game media is a visual medium that will be used to improve learning. The selection of this math game is based on the characteristics of students who like playing activities in their lives. This is the expression of Haryanto (2019) that learning State Elementary School mathematics in presenting subject matter can use learning while playing techniques. This is because students will find new things that can add to their knowledge and skills in playing activities.

METHOD
The research method used in this study is Research and Development (R&D) research. According to Sugiyono, development research aims to produce products and test the effectiveness of these products. The product developed is ethnomatics-based hopscotch learning media on two-dimensional material. The type used in this development research is 4D which adapts from Sivasailam Thiagarajan, Dorothy S. Semmel, and Melvyn I which consists of defining, designing, developing, and disseminating (Utami et al., 2018).
The research subjects were fourth-grade students of 9 Sila State Elementary School. The learning tools that will be developed are hopscotch media, the material contained in pocketbooks, lesson plans, and questions. In addition, research instruments were made, including interview guidelines, validation sheets, student response questionnaires, observation (teacher and student activities), and learning achievement tests. After the learning tools developed meet the criteria for good learning tools, then they are implemented to determine the effectiveness of the learning media.
The data used in this study consisted of two kinds: quantitative data and qualitative data. Quantitative data in the form of formulating the results of data processing were obtained from score validator assessment questionnaires and student assessments. Meanwhile, qualitative data in the form of descriptions in sentence form were obtained from criticism and validator suggestions for the product being developed. Data collection procedures in this study included observation, tests, and questionnaires.

RESULTS AND DISCUSSION
This 4D model consists of 4 steps: define, design, develop and disseminate. The stages of the development procedure carried out are as follows:

Define
At the define stage, the researcher analyzed the teacher's needs and the difficulties experienced by students in the learning process. The following describes the various types of analysis that have been carried out a. Curriculum Analysis. This analysis was carried out by observing the condition of the school that was used as the research location. At this stage, structured interviews were conducted with math teachers at 9 Sila State State Elementary School, SM. Analysis of school conditions was carried out by interviewing class teachers by asking several questions about learning media in mathematics, and teaching techniques in schools. Information was obtained that the curriculum implemented in the school was K13. Of course, the scope of the two-dimensional figure material presented is by the scope of material in K13. b. Media Analysis. This analysis is intended to find out the media before the treatment is applied by the researcher. Through interviews with SM as a mathematics teacher, it was found that the media was not used during the learning process.
c. Student Character Analysis. Based on the results of interviews with teachers who teach mathematics for class IV 9 Sila State Elementary School, it can be concluded that learning mathematics on two-dimensional figure material students lack enthusiasm because the learning process is only limited to listening and looking at books, students still like to talk to themselves and feel bored with the material provided, thus resulting in students being less able to solve questions related to two-dimensional wake material. d. Formulation of Learning Objectives. At this stage, the formulation of learning objectives is carried out on two-dimensional shape material according to the scope of the material in K13. The learning objectives are contained in a pocketbook which is a guide to the use of learning media. It can be concluded that the results of the evaluation from the analysis stage state that curriculum analysis, analysis of learning media, and analysis of student characteristics of fourth-grade students at 9 Sila state elementary school require an update in the learning process. So that it is necessary to design an interesting media by the learning criteria applied in the school, namely the learning media for traditional hopscotch games based on ethnomathematics in class IV 9 Sila state elementary school.

Design
After observing the condition of the school, the researcher then designed learning media for traditional hopscotch games based on ethnomathematics. The following is the design of the media creation that was carried out: a. Lesson plan design. The preparation of this lesson plan is made as a reference for the steps in the learning process that is carried out. This  Questionnaires are arranged based on aspects according to their objectives. The instrument was given to experts to test the feasibility of media, pocketbooks, and evaluation questions before conducting trials in the field. The questionnaire was prepared in the form of a checklist which was given to media experts consisting of 1 lecturer and 1 teacher, material experts consisting of 1 lecturer and 1 teacher, and question experts consisting of 1 lecturer and 1 person. from the teacher. The results of the evaluation from the design stage found that this learning media needs to be packaged in a nice, simple, and attractive form so that it makes it easier for students to use it, the results of the design or design are in the form of lesson plans, media, materials, and questions, then the design is validated by the validator to find out like a product that is made so that it can be tested.

Develop
At the development stage, the process includes validity tests and product usage trials. Validators are chosen by educational practitioners or people who are experienced in their fields. This stage aims to determine the validity of the designed product. Then when declared valid, the product can be tested on students with small-scale tests.
a. Validity Test. At this stage the product was validated by two STKIP Taman Siswa Bima validators, first is Mr. MS who is expert in covering pocketbooks and evaluation questions. Second is Mr. AK who is an expert in media. Besides the two validators above, 1 teacher also became a validator and education practitioner for class IV in 9 Sila State Elementary School, namely Mrs. SM.
The media expert aims to see the validity of presenting the two dimensional-shape hopscotch media both from the appearance, the suitability of the media with the abilities of the students, the layout, the suitability of the two dimensional-shape hopscotch having ethnomathematics characteristics. The revision points made are as follows.

b. Product Usage Trial
The trial phase carried out by the researcher was a small-scale trial. This trial aims to assess the practicality and attractiveness of the hopscotch media product in a two-dimensional shape by distributing questionnaires to students' responses. This product trial was carried out with class IV students at 9 Sila State Elementary School. The researcher carried out this stage by distributing questionnaires to 10 students for small-scale tests. The results of Questionnaires that ask for student responses are very valid criteria. So no further revisions are carried out and are very suitable for use. And the product can be applied on a

Disseminated
The dissemination stage is carried out by a large-scale test. After conducting product validation to the validator, small-scale trials, and getting a positive response from students, the next step is to carry out large-scale trials by applying these two-dimensional scale hopscotch media to the learning process which involves all fourth-grade students. The purpose of this large-scale trial was to see the effectiveness of the two-dimensional framed hopscotch learning media. Teacher activity, student activity, and student responses were also assessed in the implementation of the lesson. The following is an analysis of the data in the large group trial.
a. Observation of teacher activity in learning Observation of teacher activities in learning is carried out to assess the ability of researchers as a teacher when managing learning based on the aspects contained in the lesson plan using two-dimensional-built hopscotch media. The assessor of teacher activity in learning is SM who is an education practitioner at 9 Sila State Elementary School Class IV. The researcher at this stage distributed questionnaires on teacher activity which consisted of 3 aspects such as initial activities, core activities, and final activities which consisted of 19 items. The results for observing teacher activity were 98.68%, which means very well.

b. Observation of student activity in learning
Observation of student activity in learning is carried out to assess students' abilities during learning based on the aspects contained in the lesson plan using a two dimensional-built hopscotch media. Assessor of student activity in learning is SM who education practitioners 9 SilaState Elementary School at Class IV. Then researchers distribute questionnaires for student activity responses consisting of 4 Aspects of Assessment such as initial readiness to receive subject matter, student enthusiasm in working on groups, student activity when jumping on the hopscotch media, and student participation in closing learning. This is presented in the following table c. Analysis of student learning outcomes test Student learning outcomes in learning using traditional hopscotch game media are carried out to assess the completeness and success of students during learning according to the SM observer's assessment getting a total of 40 with a percentage of 90.90%, which means that it meets very good criteria. This is in terms of the readiness of students to receive the material, the enthusiasm of students when working in groups, the activity of students jumping on hopscotch media, and the participation of students in closing learning. At this stage, the object of the trial was all fourth-grade students at 9 Sila State Elementary School consisting of 20 students. The results are presented in table 3 below: d. Student response during the learning process Student responses in learning are carried out to find out students' opinions during learning by using a two-dimensional hopscotch media. In addition, the results of these responses will be very useful to determine the quality and effectiveness of two-dimensional-built hopscotch media in the learning process. The following are the results of the intended responses. Based on the results of observations of teacher and student activities, the results of the final evaluation of students and students' responses to the implementation of learning using the hopscotch media above obtained a very good response and the results of the learning value were very good, the researcher then concludes that the hopscotch media made by researchers had the criteria very good so it is very effective in teaching and learning activities.

CONCLUSION
Based on the description, it can be concluded that the process of designing twodimensional-built hopscotch media starts with defining stage such as defining the problem which includes analyzing the curriculum in schools, analyzing learning media, and analyzing student characters. Then carrying out the design stage that includes designing lesson plans, media, pocketbooks, questions, and research instruments.
From the development stage, validation of the media was obtained from the validation results by the validator and small-scale trials The validation stage starts with media experts consisting of 1 lecturer with a score of 86.11% with valid criteria and very feasible to use and 1 educational practitioner with a score of 95.83% with valid criteria and very suitable for use. Material expert validation consists of 1 lecturer with an achievement score of 100% with valid criteria and very suitable for use as learning material and 1 educational practitioner with a score of 98.21% with valid criteria and very suitable for use. Lesson plan experts who were only assessed by one validator obtained an assessment score of 95% with the criteria of "very valid" and the question experts consisting of lecturers gave an assessment score of 98.33% with valid criteria and very feasible to use. And educational practitioners provide an assessment score of 100% with valid criteria and are very feasible to use. And small-scale trials of two-dimensional-built hopscotch media get positive responses. It was shown from the data on the results of student responses with an average score obtained of 91.35% in the small group test of 10 students with the "very good" criterion.
From the dissemination stage, it can be concluded that learning using the twodimensional-built hopscotch media also gets very effective responses and student learning outcomes. That is assessed from the observation of teacher activity obtaining 98.68% with the criteria (very valid), observations of student activities obtaining a percentage score of 90.90% with the criteria of "very good", student responses when learning using hopscotch media a two dimensional wake obtained an average value 98.82% with the criteria of "very good" while the results of the final evaluation of students using the two dimensional-built hopscotch media obtained an average value of 83.85, while the classical completeness score was 94.1% of the 18 students who scored ≥ 70.