Marcella Wijayanti Windyatmoko, Tri Isti Hartini

Application of Mountain Tread Traditional Game and Fibonacci Concept in Developing Creative Thinking in Geometry Learning in Elementary School

Introduction

Application of mountain tread traditional game and fibonacci concept in developing creative thinking in geometry learning in elementary school. Boost elementary geometry learning with traditional Mountain Tread games and Fibonacci concepts. Enhance creativity, understanding of shapes/patterns, and self-confidence in a fun, innovative way.

Abstract

Geometry learning at the elementary school level is often considered boring and uninteresting, due to monotonous teaching methods and lack of linking the material to everyday life. To increase students' interest, creativity and understanding, this research integrates the modified traditional Mountain Tread games with the concept of Fibonacci. This approach uses qualitative research methods with data collection through observation, interviews, and documentation during the learning process. The results show that this strategy is able to improve students' understanding of geometric shapes and patterns, as well as stimulate creativity in making patterns and exploring geometric shapes. In addition to providing a fun learning experience and increasing self-confidence, this approach also enriches the development of innovative learning methods based on local culture and modern mathematical concepts. Thus, this study shows that the integration of traditional games and Fibonacci concepts is effective in improving creativity and understanding of geometry at the elementary school level.

Review

This paper presents an innovative and highly relevant approach to address the perennial challenge of engaging elementary school students in geometry learning. By creatively integrating a modified traditional game, 'Mountain Tread,' with the sophisticated mathematical concept of Fibonacci sequences, the authors propose a novel pedagogical strategy designed to combat the often-cited issues of monotony and disconnect from everyday life. The premise of leveraging local cultural heritage alongside a fundamental mathematical principle to foster creative thinking and understanding in geometry is particularly commendable and holds significant promise for enriching educational practices. Utilizing a qualitative research methodology involving observation, interviews, and documentation, the study reports compelling positive outcomes. The findings indicate that this integrated approach is effective in enhancing students' comprehension of geometric shapes and patterns, while simultaneously stimulating their creative abilities in pattern generation and shape exploration. Beyond cognitive gains, the research highlights an increased enjoyment in learning and a boost in student self-confidence, underscoring the holistic benefits of the strategy. Furthermore, the work contributes valuable insights into the development of innovative learning methods that successfully blend indigenous culture with modern mathematical concepts, offering a pathway for more culturally resonant and engaging education. While the reported successes are encouraging and suggest a valuable contribution to geometry education, a deeper articulation of specific metrics or detailed qualitative indicators used to measure 'creativity' and 'understanding' would further strengthen the claims. Future research could benefit from exploring the scalability of this modified game approach across diverse elementary school settings and student demographics, potentially incorporating quasi-experimental designs to provide comparative evidence of its efficacy against conventional methods. Nonetheless, this study provides a strong foundational argument for the power of integrating traditional play with mathematical concepts, paving the way for more engaging and culturally relevant geometry instruction, and prompting further exploration into the specific mechanisms through which this integration fosters creative cognitive development.

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