Localized Practice Exploration of Digital Teaching in Primary School Mathematics under the Guidance of Core Competencies——Technology Integration Innovation Based on Primary School Classrooms in Indonesia

Ricky Hidaya  【Indonesia】

Abstract

This paper explores low-cost and adaptable localization strategies for the integration of digital technology in primary school mathematics teaching in Indonesia. By using the action research method, three types of innovative models, namely dynamic situation transfer,ification evaluation system, and cross-disciplinary project design, are verified. Combined with the local cultural context of Indonesia, teaching cases such as "Traditional Market Currency Calculation" "Bali Geometric Art" are developed. Practice has proved that relying on basic digital tools (such as interactive courseware, mobile learning platforms) can significantly improve students' number literacy and problem-solving ability, and provide feasible paths for the digital transformation of education in resource-constrained areas. 101

Keywords: Primary School; Digital Teaching; Localized Practice; Core Competencies; Technology Integration; Indonesia

1. Introduction: The Era's Demand for Technology-Empowered Mathematics Education

With implementation of Indonesia's "Digital Transformation Roadmap for Education 2020-2024", the limitations of traditional lecture-based teaching are becoming increasingly apparent.

Under the traditional teaching model, mathematics classrooms often revolve around the teacher, with students passively receiving knowledge, lacking interactive participation and personalized learning opportunities, resulting in problems as low student interest in mathematics and difficulty in understanding abstract concepts. According to the "Digital Current Situation Survey Report of Basic Education" released by the Indonesian Ministry of Education in 023, among the country's 135,000 public elementary schools, only 37% of schools are equipped with a stable internet access environment and the network bandwidth is generally low, making it difficult to support complex applications such as high-definition video and online interaction; however, among the 82,000 elementary school teachers surveyed, 92% of teachers own smartphones, and 65% of them can proficiently use basic office software and educational APPs. This contradictory situation "weak infrastructure but widespread mobile terminals" provides a realistic possibility for exploring innovative teaching paths with "low technology, high efficiency". This research is based on constructivist learning theory which emphasizes that learners acquire knowledge through active participation, collaborative interaction, and meaning construction, in stark contrast to traditional passive learning.

Under the guidance of this theory, this research aband the dependence on VR virtual reality, AI artificial intelligence and other non-universal technologies that require high-end hardware support and have high cost, and instead focuses on basic and easily accessible tools such as electronic courseware (such as PPT, PDF interactive documents), mobile learning platforms (such as lightweight teaching tools based on WeChat mini-programs, Whats groups), mathematics mind mapping software, online question bank systems, etc., to construct a teaching model that conforms to the actual situation of educational resources in rural and marginal urban of Indonesia and can effectively improve the efficiency of mathematics teaching and students' learning experience. The aim is to provide a practice plan with local characteristics for the digital transformation of Indonesia' mathematics education.

2. Theoretical Basis and Adaptation Principles for Localization

(a) Dual-drive Framework: Core Competencies Technological Appropriateness

Taking the cultivation of number sense as the core goal, combined with the concrete thinking advantage shown by Indonesian students in mathematics learning, the following principles for technology integration are established:

Situational authenticity: The application of technology needs to be closely integrated with the actual scenarios of local life in Indonesia. For example, integrating problems into the transaction calculation of traditional markets, the analysis of symmetry and proportion of batik patterns, etc., enables students to understand abstract mathematical concepts in a familiar cultural background, the sense of learning immersion and practicality.

Equipment compatibility: Fully consider the situation that students in Indonesia generally use low-configuration mobile phones and the network is unstable. Technology need to have good offline operation capability, such as developing downloadable PDF interactive exercise sets, supporting local storage and operation; at the same time, optimize application performance to ensure smooth operation low memory, low processing power devices, and reduce the threshold for technology use.

Cognitive ladder: Adopt a dual-track teaching mode of "physical operation → virtual demonstration. Firstly, the physical operation is carried out through traditional teaching tools (such as counting sticks, abacus), which helps students establish intuitive mathematical representation; then, virtual demonstration carried out through digital tools (such as Geometer's Sketchpad, dynamic number axis software), to achieve the cognitive transition from concrete to abstract, to play the advantage of' concrete thinking, and to improve their abstract thinking ability step by step, in accordance with the law of mathematics cognitive development.

Case: In the teaching of "fraction comparison in the third grade, the teacher uses a smartphone to show a layered cake diagram (a common cake in Indonesia), and students divide the model through a coloring APP to understand abstract concept of 1/2>1/3.

(b) Breaking the Limitations of the Traditional Innovative Dimension:

3. Innovative Practice Strategies and Local Cases

A, Dynamic Situation Transfer Strategy: A Bridge fromcrete to Abstract Thinking

(1) The Transfer of Monetary Calculation to Daily Life

Develop a Digital Market Simulator (PPT/VBA Implementation):

＞The pricing goods uses the Indonesian Rupiah (Rp 10,000-100,000), covering local common goods such as coconut rice (R 15,000), iced tea (Rp 8,500), banana pancakes (Rp 12,000),., which is close to the students' daily consumption scenarios.

＞ Task: Purchase the coconut rice   iced tea combo (Rp 23,500 with the least amount of paper currency combination, which needs to select the optimal combination from the provided paper currency denominations (Rp 10,000, Rp5,000, Rp 1,000, Rp 500), to cultivate the optimization thinking and currency conversion ability.

＞ Technical Support Drag the payment toolkit to calculate the change in real-time, the system automatically prompts different combination methods and the amount of change, supports error feedback and correct path guidance, for, when the student chooses Rp 20,000 Rp 5,000, the system shows "still need Rp 3,50, it is recommended to add Rp 5,000 and get back Rp 1,500", to strengthen the sense of numbers and logical reasoning＞ Expansion Activities: Set the "exchange rate conversion" advanced task, such as converting RMB (CNY) into Indonesian Rupiah according to the real-time exchange ratee.g., 1 CNY ≈ Rp 18,000) for shopping, introduce the cross-cultural economic situation, and enhance the comprehensive ability.

(2) The Cross-Cultural Connection of Measuring Standards

Use Google Earth to measure the circumference of the base of Borobudur Temple and contrast formula for the area of a rectangle in textbooks. Borobudur Temple, as a world cultural heritage, has a square structure for its base, and through the measuring tool of Earth, its side length data can be accurately obtained, and then the circumference and area of the base can be calculated. Comparing the actual measured circumference data with the value calculated by the formula for the area of a rectangle (here is a square) can intuitively show the precise grasp of geometric measurements in the design and construction process of ancient buildings and also reflect the commonality and application value of the knowledge of measuring standards in different cultural backgrounds.

Collect traditional Batik symmetrical patterns and analyze the axial symmetry properties using Geo. Batik is a traditional Indonesian wax-dyeing craft, and its patterns contain rich symmetrical aesthetics, such as axial symmetry, central symmetry, etc. By collecting representativeik symmetrical patterns, digitizing them and importing them into the Geogebra software, and using the geometric drawing and transformation functions in the software, the number of axial symmetries in the, the position of the symmetrical axis, and the corresponding relationship of the symmetrical elements can be clearly analyzed. This process not only enables students to deeply understand the mathematical definition properties of the axis of symmetry but also feel the perfect combination of mathematics and art in the Batik culture, thus realizing the bridge role of measuring standards and related geometric concepts in crosscultural exchanges.

B. Game-based Evaluation System: Stimulate Deep Learning Motivation

Build a "Mathematical Explorer" Ranking：

Implementation Outcomes: A pilot project in a school in East Java showed a 70% in the time students spent practicing independently each week. Over the course of a semester-long pilot, the school effectively stimulated students' initiative to learn by introducing an intelligent learning management and personalized learning paths. Data revealed that the average time students in the pilot classes spent on self-arranged learning activities each week increased from about 5 hours to 8. hours, a significant increase of 70%. Simultaneously, there was a notable improvement in student engagement in class and the quality of their homework completion, with an average increase of 12% across some subjects compared to before the pilot. Additionally, teachers reported that students exhibited stronger problem-solving and time management skills during the independent learning process were able to utilize online resources more effectively for extended learning. This outcome not only validated the effectiveness of the independent learning model in enhancing learning efficiency but also provided useful references for other to promote similar educational reforms.

C.Interdisciplinary Project-Based Learning: Technology-Supported Integrated Practices

"Design My Kampung Hut" Project (Grade  Integrated Practice)

(1) Mathematical Dimension  

- Measuring Classroom Objects: Students, in groups, used tools such as measuring tapes and set squares to measure actual objects in the classroom, including desks, blackboards, doors, and windows, recording length, width, and height data and calculating area and perimeter; they then used theplanner software to scale the actual dimensions obtained at a ratio of 1:50, drawing out the floor plan of the hut, including room divisions and furniture placement,ating spatial imagination and proportional conversion abilities.  

- Budget Control: Based on the structural requirements of the Kampung hut, a list of necessary materials such as bamboo wood, paint, etc., was compiled. The unit price of each material was obtained through market research or provided by the teacher, and combined with the estimated usage amount on the (e.g., bamboo for the roof frame, the length and quantity of the inclined beams needed to be calculated), the mathematical formula "unit price × usage amount = price" was used for cost calculation, setting a total budget ceiling. On the premise of ensuring the rationality of the design, the budget was optimized by adjusting the types or quantities materials, enhancing the awareness of resource management.

(2) Cultural Dimension  

- Analyzing the Principle of Triangular Stability in Traditional Sundanese Roof Angles: By consulting materials, watching videos, or inviting local cultural lecturers, students understood the architectural characteristics of traditional Sundanese Kampung houses in Indonesia, especially the structure that often adopts a steep triangular slope. Students combined the knowledge of triangles' stability in mathematics (triangles have the characteristic of being difficult to deform) to analyze how this structure triangular frames to disperse the weight of the roof and resist wind and rain, and the impact of different angles on drainage efficiency and architectural aesthetics, understanding the combination of traditional culture scientific principles, and enhancing cultural identity and cross-cultural understanding.

(3)Technical Application

- Smartphone Shooting Model → Adding AR Dimension Tags (Using Metaverse APP): After students complete theut model making, they take photos of the model from various angles or record short videos using their smartphones; then, through Metaverse and other augmented reality (AR) applications, virtual tags (such as length, height annotations) are added to the captured images, making the two-dimensional pictures or videos present the dimensional information of the three-dimensional space, int showing the consistency between the actual size of the model and the design drawings, and experiencing the application of digital technology in model display and spatial measurement, to enhance the ability of digital.

(4)Outcome Verification and Reflection

Conduct a controlled experiment in three primary schools in Surabaya City（N=217）：

Reflecting on Challenges:

Addressing the Digital Divide between Home and School → Developing an Offline Version the Family Task App

In response to communication barriers caused by insufficient network coverage, limited device performance, or disparities in digital literacy among parents, an offline-capable family task has been developed. This app allows teachers to pre-upload task lists, learning resources, and homework requirements in the campus network environment. Once downloaded by students or parents, it can viewed even in offline mode. Users can check task details, submit handwritten homework photos (stored locally and uploaded online), and receive notifications. The app features a simplified interface large fonts and high contrast design, reducing operational steps for middle-aged and elderly parents. Additionally, a task completion progress visualization module is included, allowing parents to stay informed about child's learning progress in real-time, and teachers to monitor task completion at the family end effectively, bridging the information gap caused by digital disparities.

Bal Traditional Culture with Modern Technology → Establishing a Local Case Review Mechanism

In the process of disseminating and innovating traditional culture using modern technology, a local case review mechanism been established to prevent cultural distortion or excessive commercialization. This mechanism consists of an evaluation panel comprising education experts, cultural scholars, intangible cultural heritage inheritors, and community representatives They assess traditional culture cases (such as digital exhibitions, virtual reality experience projects, and online course content) that are intended to be presented through technology platforms in multiple dimensions. The includes the accuracy of cultural connotations, authenticity of historical backgrounds, appropriateness of presentation forms, and alignment with local values and aesthetics. For instance, when developing traditional opera VR, the authenticity of opera singing, historical research on costumes and props, and cultural compatibility of plot performances are reviewed. Additionally, a public feedback channel is established to collect users' evaluations suggestions for cases, and the review standards are regularly updated to ensure that modern technology can not only innovate but also adhere to the cultural roots in inheriting and promoting local excellent culture, achieving an organic integration of tradition and modernity.

5. Conclusion

This paper confirms that, under limited technical conditions, the mathematical thinking of Indonesian elementary school students can be activated through three paths: local context reconstruction, game mechanism embedding, and cross-disciplinary project integration. Specifically, local context reconstruction emphasizes combining mathematical problems with the daily life scenarios of Indonesian archipelago countries, such as designing teaching cases based on real scenarios such as traditional market transactions, navigation distance calculations, and crop planting planning, which concretizes abstract concepts and enhances students' sense of substitution and interest in learning; game mechanism embedding, drawing on the design concept of educational games, integrates elements such as scoring, leveling up, rankings into mathematics teaching, stimulating students' competitive consciousness and sustained learning motivation by setting up ladder tasks and immediate feedback, for example, by developing a "marine exploration" themed mathing game, students need to solve problems such as geometric figures and fractional operations to unlock new game levels; cross-disciplinary project integration breaks the barriers of the mathematics discipline, combines mathematical with science, art, social studies and other fields, and carries out comprehensive projects such as "Designing an Ecological Campus" and "Mathematical Beauty in Traditional Architecture" guiding students to use mathematical methods to solve practical problems and cultivating their comprehensive application ability and innovative thinking. In the future, we will further explore appropriate technologies such as solar mobile stations, so that digital teaching can truly serve every classroom in the archipelago countries. As a portable and sustainable educational device, the solar mobile learning station can overcome the infrastructure such as unstable power supply and insufficient network coverage in some remote islands of Indonesia, and provide students with a stable digital learning environment. Through pre-installed high-quality mathematical teaching resources interactive learning software and online collaboration platforms, it can achieve balanced distribution of high-quality educational resources, help narrow the urban-rural education gap, and promote the popularization andening of mathematics education in the Indonesian archipelago.

References

[1]Ministry of Education, Culture, Research and Technology. (2023). Digitalisasi Pendidikan Dasar di Indonesia. Jakarta

[2]NCTM. (2020). Technology in Teaching Mathematics. [Online]

[3]Sari, R.P. (2024). Game-Based Assessment for Primary Math. SEAMEO Journal

[4]UNESCO. (2022). Mobile Learning in Southeast Asia. Bangkok Office