Learning trajectory of quadrilaterals learning using the context of Burongko Bugis cake to improve students’ critical thinking


  • Andi Aras Mathematics Education Departement, Institut Agama Islam Negeri Parepare, South Sulawesi
  • Fawziah Zahrawati Social Science Education Departement, Institut Agama Islam Negeri Parepare, South Sulawesi
  • Zulfiqar Busrah Mathematics Education Departement, Institut Agama Islam Negeri Parepare, South Sulawesi
  • Claver Nzobonimpa Departement of Socio Anthropology, University of Burundi, Bujumbura




critical thinking, design research, learning trajectory, traditional Bugis cakes


One goal of learning mathematics is to foster students’ critical thinking skills, but this has not been realized well in Indonesia. This study aims to produce a learning trajectory that can help students grow their critical thinking skills in studying quadrilaterals using the Burongko cake context. This study uses a design research method that comprises three stages, namely (1) preliminary design, (2) experimental design, and (3) retrospective analysis. This research was conducted at Madrasah Tsanawiyah As’adiyyah Bontouse with 25 students, nine males and 16 females of class VIII B. The results showed that this learning trajectory could improve students’ understanding of learning quadrilaterals with ease and fun because mathematical concepts are associated with students’ daily habits. The resulting learning trajectory is relevant to indicators of critical thinking skills, including interpretation, analysis, evaluation, and decision making. It was found that there was no significant difference in critical thinking skills between students who had high mathematical abilities and low mathematical abilities. Subjects with high mathematical abilities could carry out critical thinking processes to solve problems much better than subjects with low mathematical abilities. The results provide information about the use of local Bugis culture as a context of learning mathematics to improve students’ critical thinking.

Author Biographies

Andi Aras, Mathematics Education Departement, Institut Agama Islam Negeri Parepare, South Sulawesi

Matematics Education Study Program

Fawziah Zahrawati, Social Science Education Departement, Institut Agama Islam Negeri Parepare, South Sulawesi

Social Science Education Study Program

Zulfiqar Busrah, Mathematics Education Departement, Institut Agama Islam Negeri Parepare, South Sulawesi

Matematics Education Study Program

Claver Nzobonimpa, Departement of Socio Anthropology, University of Burundi, Bujumbura

Departement Socio Anthropology


Akker, V. D., Gravemeijer, K., McKenney, S., & Nieveen, N. (2006). Educational design research. Routledge, Taylor and Francis Group. https://doi.org/10.4324/9780203088364

Aktaş, G. S. & Ünlü, M. (2013). Critical thinking skills of teacher candidates of elementary mathematics. Procedia - Social and Behavioral Sciences, 93, 831–835. https://doi.org/10.1016/j.sbspro.2013.09.288

Andila, Y. D. & Musdi, E. (2020). Practicality of geometry learning set based on van hiele theory to increase students’ mathematical communication ability. Journal of Physics: Conference Series, 1554(1), 012007. https://doi.org/10.1088/1742-6596/1554/1/012007

Aras, A. (2020). Model pembelajaran means-ends analysis dalam menumbuhkembangkan kemampuan problem solving dan productive disposition [The learning model means-ends analysis in developing problem solving abilities and productive disposition]. Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, 8(2), 183–198. https://doi.org/10.24256/jpmipa.v8i2.1238

Aras, A., & Zahrawati, F. (2021). Fostering students’ interest in mathematics learning with the utilization of ethnomathematics through makkudendeng traditional game. MaPan: Jurnal Matematika dan Pembelajaran, 9(1), 27-39. https://doi.org/10.24252/mapan.2021v9n1a3

Busrah, Z. & Pathuddin, H. (2021). Ethnomathematics: Modelling the volume of solid of revolution at Buginese and Makassarese traditional foods. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 6(4), 331–351. https://doi.org/10.23917/jramathedu.v6i4.15050

Butsi, E. (2015). Pemanfaatan etnomatematik melalui permainan engklek sebagai sumber belajar [The use of ethnomathematics through the engklek game as a learning resource]. Mendidik: Jurnal Kajian Pendidikan dan Pengajaran, 1(2), 155–162.

Crowley. (1987). The van hiele model of the development of geometric thought. In Teaching and Learning (p. K-12—1987 Yearbook). NCTM.

Fitri, N. L., & Prahmana, R. C. I. (2020). Designing learning trajectory of circle using the context of Ferris wheel. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(3), 247–261. https://doi.org/10.23917/jramathedu.v5i3.10961

Garisson, R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, computer conferencing in distance learning. American Journal of Distance Education, 15(1), 7-23. https://doi.org/10.1080/08923640109527071

Hendriana, H., Prahmana, R. C. I., & Hidayat, W. (2019). The innovation of learning trajectory on multiplication operations for rural area students in Indonesia. Journal on Mathematics Education, 10(3), 397–408. https://doi.org/10.22342/jme.10.3.9257.397-408

Lestari, A. A. P., Nugroho, A. A., & Nursyahidah, F. (2021). Desain pembelajaran refleksi dan translasi berkonteks Klenteng Sam Poo Kong Semarang [Reflection and translation learning design in the context of Sam Poo Kong Temple Semarang]. Jurnal Elemen, 7(2), 381–393. https://doi.org/10.29408/jel.v7i2.3400

Martyanti, A. & Suhartini. (2018). Etnomatematika: Menumbuhkan kemampuan berpikir kritis melalui budaya [Ethnomathematics: Cultivating critical thinking skills through culture]. Indomath: Indomanesian Mathematics Education, 1(1), 35–41. https://doi.org/10.30738/indomath.v1i1.2212

Mirnawati, Karjiyati, V., & Dalifa. (2020). Pengaruh model RME berbasis etnomatematika terhadap kemampuan berpikir kritis siswa pada pembelajaran matematika kelas V SDN Gugus 05 Kota Bengkulu [The effect of the ethnomathematical-based RME model on students' critical thinking skills in class V mathematics learning at SDN Gugus 05 Bengkulu City]. Jurnal Riset Pendidikan Dasar, 3(2), 136-143. https://doi.org/10.33369/juridikdas.3.2.136-143

Pathuddin, H., Kamariah, & Nawawi, M. I. (2021). Buginese ethnomathematics: Barongko cake explorations as mathematics learning resources. Journal on Mathematics Education, 12(2), 295–312. https://doi.org/10.22342/jme.12.2.12695.295-312

Prahmana, R. C. I. (2015). The hypothetical learning trajectory on addition in mathematics GASING. Southeast Asian Mathematics Education Journal, 5(1), 49–61. https://doi.org/10.46517/seamej.v5i1.32

Pujawan, I. G. N., Suryawan, I. P. P., & Prabawati, D. A. A. (2020). The effect of van hiele learning model on students’ spatial abilities. International Journal of Instruction, 133, 461–474. https://doi.org/10.29333/iji.2020.13332a

Rastuti, M., & Prahmana, R. C. I. (2021). The programme for international student assessment research in Indonesia. Jurnal Elemen, 7(2), 232–253. https://doi.org/10.29408/jel.v7i2.3289

Risdiyanti, I., & Prahmana, R. C. I. (2020). The learning trajectory of number pattern learning using barathayudha war stories and uno stacko. Journal on Mathematics Education, 11(1), 157–166. https://doi.org/10.22342/jme.11.1.10225.157-166

Risdiyanti, I., Prahmana, R. C. I., & Shahrill, M. (2019). The learning trajectory of social arithmetic using an indonesian traditional game. Elementary Education Online, 18(4), 2094–2108. https://doi.org/10.17051/ilkonline.2019.639439

Suherman, Rahmadani, N. A., Vidákovich, T., Mujib, Fitria, N., Putri, N. I. S., Addarojat, M. R. U., & Priadi, M. (2021). SQ3R method assisted by ethnomathematics-oriented student worksheet: The impact of mathematical concepts understanding. Journal of Physics: Conference Series, 1796(1), 012059. https://doi.org/10.1088/1742-6596/1796/1/012059

Sumiyati, W., Netriwati, N., & Rakhmawati, R. (2018). Penggunaan media pembelajaran geometri berbasis etnomatematika [The use of ethnomathematics-based geometry learning media]. Desimal: Jurnal Matematika, 1(1), 15–21. https://doi.org/10.24042/djm.v1i1.1907

Supiyati, S., Hanum, F., & Jailani. (2019). Ethnomathematics in sasaknese architecture. Journal on Mathematics Education, 10(1), 47–57. https://doi.org/10.22342/jme.10.1.5383.47-58

Sutarto, Hastuti, I. D., & Supiyati, S. (2021). Etnomatematika: Eksplorasi transformasi geometri tenun suku sasak Sukarara [Ethnomathematics: Exploration of the geometric transformation of the weaving of the Sukarara Sasak tribe]. Jurnal Elemen, 7(2), 324–335. https://doi.org/10.29408/jel.v7i2.3251

Wanelly, W., & Fitria, Y. (2019). Pengaruh model pembelajaran integrated dan keterampilan berpikir kritis terhadap hasil belajar IPA [The effect of integrated learning model and critical thinking skills on science learning outcomes]. Jurnal Basicedu, 3(1), 180–186. https://doi.org/10.31004/basicedu.v3i1.99

Zahrawati, F. (2020). Penerapan model problem based learning untuk meningkatkan hasil belajar sosiologi siswa [Application of problem based learning model to improve student's sociology learning outcomes]. Indonesian Journal of Teacher Education, 1(2), 71–79. https://journal.publication-center.com/index.php/ijte/article/view/93




How to Cite

Aras, A., Zahrawati, F., Busrah, Z., & Nzobonimpa, C. (2022). Learning trajectory of quadrilaterals learning using the context of Burongko Bugis cake to improve students’ critical thinking. Jurnal Elemen, 8(2), 427–448. https://doi.org/10.29408/jel.v8i2.5159




Similar Articles

<< < 1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.