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Mathematical literacy is essential to help someone understand the use of mathematics in everyday life and use it in decision-making to solve a problem. However, the results of PISA 2018 state that Indonesia has low literacy and has not experienced development for the last 10-15 years. This study aimed to analyze mathematical literacy with students with low initial abilities in the material of speed, distance, and time. This study used the descriptive qualitative method. The subject of this study was one student who was selected with a low midterm exam score using a purposive sampling technique, namely class V-A SDN Menanggal 601 Surabaya. Data collection methods used are mathematical literacy tests, interviews, and documentation that mathematics lecturers have validated. The results of this study indicate that the mathematical literacy of students with low initial ability can: 1) formulate real problems but they are incomplete because they do not write completely, do not use mathematics by applying an explicit mathematical model; 2) do not write down the formula, 3) correctly represent the solution that will be used directly. [ABSTRACT FROM AUTHOR]

Egrang is one of the traditional games in Indonesia which is known in various regions with the same or different names. As part of a culture, traditional games contain a variety of knowledge that can be implemented in school learning. Generally, the implementation is done for one subject only. This study aims to explore egrang, identify ethnomathematics and ethnosports contained in it, and implement ethnomathematics and ethnosport in elementary school thematic learning. Research respondents are cultural figures in Banyuwangi and Surabaya, teachers, and third-grade students in an elementary school in Banyuwangi. The research uses ethnographic-based qualitative methods. Data were collected by observation, interviews, questionnaires, and tests. Data analysis was carried out qualitatively and quantitatively. The results showed that there were ethnomathematics and ethnosport in egrang. The sorting of ethnomathematics and ethnosports that is implemented in learning shows that learning in elementary school grade 3 with thematic concepts provides an average value learning implementation of 4.37 which includes high criteria, and the value of completion of exercise is 87 which includes high criteria. Research can be developed using other ethnomathematics and ethnosports in thematic learning in different classes or levels. [ABSTRACT FROM AUTHOR]