Fraction learning using lemang context to construct argumentation ability of students in grade V elementary school

This research started with the fact that students have low mathematical argumentation skills when solving contextual problems. Since fraction learning focuses on memorizing fraction operation rules and procedures, the argumentation ability is hampered. Students should be taught what fractions are first so that they can explain how to solve fractions. The purpose of this study is to determine the role of lemang context in fraction material in building students’ argumentation ability. The study also produced a hypothetical learning trajectory on fractions through the use of lemang context. This study conducted a validation study type design research. The design research stages described in this study only reached the pilot experiment stage (cycle 1). The subjects in this study used two classes in one of the schools in Muara Enim. Pretest, observation, interview, and documentation were the data collection methods in this study. The hypothetical learning trajectory produced by this study consisted of two activities. The designed activities started with measuring materials to make lemang and using the right canting to measure fractions. The retrospective analysis results of the pilot experiment showed that using the context of lemang can improve the argumentation skills of elementary school students. The results showed that groups 1 and 2 could demonstrate the argumentation elements of data, claim, warrant, and backing.