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Traditional math games have the potential to have an impact on solving the problem of the lack of mathematical modeling abilities of elementary school students. This study aims to test the effectiveness of online Sundanese ethnomathematics learning in a covid 19 pandemic situation with the Endog-Endogan game to improve the mathematical modeling skills of elementary school students in the aspects of mathematization and problem-solving. Fifty-six students from lower levels up in the experimental class participated in the pre-post-post quasi-experimental design research. The instruments used are integer operations and fractional number tests. The results showed that the mathematical modeling ability of the experimental class increased after the treatment. The results showed that the average high score was achieved by students after being taught the game Endog-Endogan. The t-test yielded a significance value of less than 5% indicating that there was a significant increase in student scores. Thus, ethnomathematical learning with the Endog-Endogan game has proven to be effective in improving the mathematical modeling ability of elementary school students in both aspects. [ABSTRACT FROM AUTHOR]

This article aims to optimize Sundanese ethnomathematical learning which is carried out online in the COVID-19 pandemic situation with the Endog-Endogan game to improve the mathematical creative thinking skills of elementary school teacher education students by using teaching materials compiled with the Didactic Design Research method. The research subjects used were 76 students as respondents in learning barriers, 26 students at the initial didactic design stage, and 42 students at the didactic design revision stage. Data were obtained using learning barriers test instruments, initial didactical design and revision of the didactic design. The results of the study stated that based on the results of the obstacle test, students had difficulty in making originality and fluency of the image model in representing the idea of mathematical integers. The initial didactic design which was followed by a revision of the didactic design showed improvement in all aspects, although the originality aspect of the level was partially appropriate at the final stage. This shows that the revisions resulting from the ethnomathematics teaching materials with the Endog-Endogan game are almost the same as all predictions of elementary school students' responses. Traditional Sundanese games can be used as a solution so that learning mathematics becomes easy and flexible with the mathematical concepts being taught [ABSTRACT FROM AUTHOR]