The development of games in the technological acceleration era nowadays endangers the extinction of traditional games. Therefore, the integration of Learning with Cultural Local Wisdom was needed to keep those cultures. The purpose of this research was to create an integrated learning design using number patterns material through the traditional game of Nasi Goreng Kecap. This research is a qualitative research with a design research approach and development studies type. The results showed that Nasi Goreng Kecap's traditional game had five steps in the process of the game. The second stage of this game contains the concept of number patterns. That's why, through this Nasi Goreng Kecap traditional game, it was able to be designed a process of learning that integrates mathematics with local wisdom culture. In those designed for integrative learning, students were arranged to be several groups with a maximum of each group was six students. Each group was played those games until the second stage only. Group worksheets had been provided by the teacher to direct the students in making patterns generalization from the second step of the Nasi Goreng Kecap traditional game.

Science, technology, engineering, arts, and mathematics (STEAM) have been applied in various countries because they have been able to answer the challenges of the globalization era. The implementation of STEAM at school has demanded that teachers have a role in making a relationship between disciplines in science contained in STEAM. The purpose of this research was to describe the perceptions of experienced teachers about math-focused STEAM learning. The research was a descriptive study on 14 vocational high school mathematics teachers in Malang, Indonesia. They had 20-30 years of teaching experience. Data were collected using essay questionnaires. The result showed that their perceptions of STEAM learning were positive. However, they also said that there were several obstacles to math-focused STEAM learning. The first obstacle was the unavailability of supporting literature. The second obstacle was that there were teachers who have no received training. The third obstacle was only a limited number of mathematics material that can be applied in STEAM learning. Additionally, the teacher stated that mathematics was more suitable as supporting contain in STEAM learning than as the primary focus.

Mathematics learning in elementary schools frequently encountered obstacles in material delivery. It was due to the abstract concepts of mathematics and the character of students who entered the concrete operational phase. Ethnomathematics learning could become an effort to overcome those obstacles. The purpose of this study was to determined the effectiveness of learning ethnomathematics "engklek-game" on the understanding of geometry concept for third-grade students of SDN 4 Sepanjang Glenmore. This study used a mixed-method approach with the type of experimental research one-group pretest-posttest design. Data collection techniques were through written tests and interviews. The quantitative data were analyzed using descriptive analysis and used paired sample t-test. The qualitative data was analyzed by reducing the data, presenting the data, and drawing conclusions. The results of the study showed that learning ethnomathematics "engklek-game" obtained Sig. (2-tailed) of 0.000, so that it had a significant effect on the understanding of the geometry concept of students in grade III SDN 4 Sepanjang Glenmore. Based on the results of the interview, it found that the student response was good. Teachers stated that students were enthusiastic during the learning, which led to an increase in learning outcomes before and after learning ethnomathematics "engklek-game."

The integrated mathematical problem was the application of mathematics to solve problems from various disciplines. This study aimed to determine students' metacognition level in solving integrated mathematics problems. In addition, it can also improve students' numerical literacy. This research was qualitative research with data collection instruments, a one-question problem-solving test, and interviews. Research subjects for interviews were students with the highest score based on the test results. The results showed that students with mathematical abilities in high category at semireflective use and level of reflective use. That happened because subjects used Islamic-integrated knowledge to create problem-solving strategies in their metacognitive activities. Therefore, if students knew Islamic material, they could reach a good metacognition level in solving Islamic-integrated mathematics problems.

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