DISKONEKSI ETNODIDAKTIK DALAM PEMBELAJARAN PERKALIAN BERBASIS BUDAYA LOKAL PAPUA

Abstract

This study aims to analyze ethnodidactical disconnection in multiplication learning based on Papuan local culture at SD Negeri Enggros, Jayapura City. The study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews with the principal and two third-grade teachers, a diagnostic multiplication test involving 20 students, students' written work documentation, and in-depth interviews with three focal students selected purposively based on response variation and error patterns. The interview data were analyzed thematically, while students' errors were examined using Newman's Error Analysis, consisting of reading, comprehension, transformation, process skill, and encoding errors. The findings show that students' numeracy remained strongly dependent on concrete and visual representations. Multiplication learning was still dominated by memorization, while Papuan local culture had not been systematically integrated into mathematics learning materials. The diagnostic test revealed that transformation error was the most dominant error, affecting 10 students or 50% of the participants. Students were generally able to recognize familiar local objects such as sago cakes, noken, boats, and marine products, but they struggled to transform contextual situations into multiplication models. Based on the empirical evidence, this study proposes the concept of ethnodidactical disconnection to explain the gap between local cultural potential, teachers’ instructional practices, and students’ mathematical thinking in understanding multiplication within Papuan local cultural contexts.