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This research aims to improve the mathematics learning outcomes of Grade VII B students at SMP Darul Ulum 5 Rebalas through the implementation of Madurese language-based ethnomathematics. The study is motivated by the students' difficulties in understanding mathematical concepts delivered in formal Indonesian, as their daily communication relies on the specific Madurese dialect of Rebalas Village. This study employs the Classroom Action Research (CAR) method using the Kemmis and McTaggart model, conducted in two cycles. Each cycle consists of planning, action, observation, and reflection stages. The subjects of this research were 28 students from class VII B. The research instruments included test instruments in the form of group Student Worksheets (LKPD) and observation sheets for both teacher and student activities. The material focused on the topic of Lines and Angles. The results indicated an improvement in student learning outcomes from Cycle I to Cycle II. In Cycle I, the average group score was 80.2, which increased to 88 in Cycle II. Observations of student activities also showed a shift from passive participation in Cycle I to active and enthusiastic engagement in Cycle II. Furthermore, teacher observations showed significant improvement; initial issues regarding time management and excessive workloads were resolved, resulting in more enthusiastic and punctual teaching delivery. These findings demonstrate that the use of Madurese-based ethnomathematics helps students grasp mathematical terms more easily, increases discussion participation, and creates a more comfortable and interactive classroom atmosphere, thereby leading to improved learning outcomes.

Abstract.  The purpose of this research is to identify the difficulties experienced by students in understanding the concepts, principles, and procedures in problems related to the material of lines and angles. This research is a qualitative study with a descriptive method. The subjects of this study were students of class VIII-1 at SMP Negeri 29 Medan. Data collection techniques included tests, interviews, and documentation. All students of class VIII-1 took a test on the understanding of concepts, principles, and procedures. Afterward, the test results were analyzed and categorized into three groups: high, medium, and low ability. Subsequently, two students from each ability group were selected as interview subjects. The results of this research indicate that the most common conceptual difficulty experienced by students is classifying objects according to their concepts in determining the type of angle according to its measurement. The most common principle difficulty experienced by students is connecting mathematical concepts in solving problems in the material of the relationship between angles formed by two parallel lines intersected by a transversal line. Meanwhile, the procedural difficulty experienced by students is that all students still make mistakes in explaining, planning, and applying the correct steps or algorithms in mathematical problems, both in the material of the relationship between lines, determining angles, and the relationship between angles formed by two parallel lines intersected by a transversal.