Analysis of the difficulty of doing ethnomathematics-charged math problems in elementary schools

Abstract

The research objectives in this article are threefold. 1) Analyzing conceptual errors in doing mathematical problems that contain ethnomathematics on the subject matter of fractional material, 2) Analyzing language errors in doing mathematical problems that contain ethnomathematics on the subject matter of fractional material, (3) Describing counting errors in doing mathematical problems that contain ethnomathematics on the subject matter of fractional material. The type of research used in this article is ethnographic qualitative research. The research was conducted at the State Elementary School 05 Majakerta Pemalang Central Java for the 2022/2023 academic year. The data collection techniques used are observation, interviews, and documentation. The validity of the data in this study using source and time triangulation techniques. Data analysis techniques with qualitative methods are taken from the data of the formative test results of fractional material to find out student errors in solving the problem. The results of the research in this article are threefold. 1) Students have difficulty in understanding the concept of fractional counting operations, 2) Language errors in student work results are characterized by students' inability to translate questions into mathematical forms, and 3) Errors in counting are characterized by most students being less meticulous in doing formative test questions. This research is expected to provide benefits for teachers in overcoming difficulties and mistakes of students in doing formative tests.