Math is never separated from the activities of life, not least the traditional game. The study aims to 1) describe the types of traditional games related to mathematical activities, 2) examine the role of traditional children's games in the practice of numeracy skills, and 3) examine the role of traditional children's games in introducing flat shape to children in Hamparan Perak Village. This study used a qualitative approach that the data obtained were analyzed descriptively. The subjects of this study are elementary school children (SD) who are domiciled in Hamparan Perak Village. Data collection techniques are observation, interview, and documentation. The results of the research are: 1) traditional game types that have the mathematical activities of traditional games, complexes, marbles and rocks, 2) traditional games to train children to count, recognize numbers, and numeracy skills such as addition and multiplication, 3) traditional games making children will be lines, rectangles, rectangles, and triangles.

ABSTRAKPemahaman guru terhadap psikologis anak perlu diterapkan dalam pembelajaran matematika. Pemahaman guru tersebut antara lain: kemampuan anak dalam memahami matematika, perkembangan mental (usia) dan pengalaman anak, emosi anak, keyakinan dan skema diri, minat dan motivasi anak ketika dalam pembelajaran matematika. Kemampuan (pemroresan informasi) anak dalam memahami matematika didasarkan pada teori perkembangan mental Piaget, Bruner, Dienes, dan Van Hiele. Teori belajar tersebut merupakan dasar bagi guru matematika dalam menciptakan pembelajaran matematika yang efektif dan efisien.ABSTRACT Understanding of teachers on child psychology needs to be applied in learning mathematics. Understanding of teachers include: the ability of children in understanding mathematics, mental development (age) and children's experiences, child emotions, beliefs and self-schemes, interests and motivation of children when in learning mathematics. The child's ability to understand mathematics is based on the mental development theories of Piaget, Bruner, Dienes, and Van Hiele. The learning theory is the basis for mathematics teachers in creating effective and efficient mathematics learning.

The objective of this study were to determine the increasing of students’ problem solving ability and self confidence after the implementation of problem based learning and to see the interaction between gender and learning to increas problem solving ability and students’ self confidence. The method kuantitaif with the design of this research was quasi-experimental with factorial design is 22. There were 73 students as the sample of this study containing 36 students in grade VIII-5 and 37 students in grade VIII-6. The instruments of this students were test of problem solving and self confidence scale. The data were analyzed by applying two way analysis of variance (ANOVA). The result showed that (1) The increasing of students’ problem solving ability taught by using problem based learning was higher than that taught by using conventional learning (2) There was no interaction between gender and learning with increasing of students’ problem solving ability.Â

This study aims to determine whether there is a significant relationship between students' mathematical self-efficacy and student learning outcomes in elementary grades. The research method used is descriptive method with the correlation approach. The instrument used for both variables is a scale of self-efficacy to see students' mathematical self-efficacy and student learning outcomes from the Final Examination (UAS). The self-efficacy scale contains 20 statements containing four alternative answers. The population of this study were all elementary school students, namely 156 students with a sample of 63 students. Data were analyzed with Pearson followed by t-test, previously obtained that the data of self-efficacy and mathematics learning outcomes were normally distributed and linear. Data on self-efficacy is 0.173> 0.05 and data on student mathematics learning outcomes is 0.2> 0.05. Linearity was fulfilled at 0.04 <0.05. Obtained tcount = 2,9255 while ttable = 1,9996, so tcount> ttable means that Ho is rejected. It can be stated that there is a significant relationship between self-efficacy and mathematics learning outcomes of elementary school low grade students.

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