Mathematics Learning Through the Conceptualization of Materials from Game and Activities of Students in the Border of the Republic of Indonesia

This article presents the results of research on the design of elementary school mathematics learning through the conceptualization of mathematical material from games and daily activities of students in the border regions of the Republic of Indonesia, especially Makalehi Island and Marore Island. Referring to the existing theories, the use of natural objects and social objects which are the background of the students' games and daily activities become the core of material design and mathematics learning activities that involve the participation of parents and the community. The results of this study are learning designs for a number of Grade 5 elementary school mathematics materials consisting of material conceptualization designs, activity scenarios, and evaluation instruments that meet valid, practical and effective criteria. In addition, it also produced a draft of guidelines and scenarios for the role of teachers, parents / community in field activities by students who support learning activities in schools for a number of grade 5 elementary mathematics materials that meet valid, practical and effective criteria. Theoretically, it can be said that the design of mathematics learning through the conceptualization of material from games and children's daily activities has the potential to enable elementary students to learn mathematics by learning in an ideal way. Another finding is that the use of natural objects and social cultural objects directly experienced by students has a positive impact on the nationalist and patriotic attitudes of students in the border regions of the Republic of Indonesia.