Learning design: Integrated local tradition ma’dawa-dawa, ma’manu-manu, ma’pettuada based on android

Mathematical skills that are of major concern at this time are extrapolation abilities which require students to be able to solve mathematical problems with abstract and hierarchical concepts. To improve this capability, it can be done by integrating local technology-based traditions that have an educational philosophy. This study aims to review the integrated learning design of the local culture of Ma’dawa-dawa, Ma’manu-manu, Ma’pettuada based on android in improving extrapolation abilities. This research uses a descriptive qualitative research method with data in the form of analysis of some literature that supports research studies and is arranged descriptively containing a theoretical basis. The results of the study indicate that designed learning can be a means of developing extrapolation abilities through the integration of technology-based local cultures.


Introduction
The results of the Program for International Student Assessment (PISA) announced by The Organization for Economic Cooperation and Development (OECD) in 2015 show that Indonesian students mathematics learning achievement ranks 64th out of 72 countries with a mean score of 493 [1]. In 2018, Indonesia has not shown a significant increase, where Indonesia is in the 7th rank backward from 73 countries with a mean score of 379 [2]. Internationally, Indonesia is still very weak in the aspect of mathematics [3], [4].
The ability to extrapolate greatly affects aspects of Indonesian mathematics, where abstract and hierarchical mathematical concepts require students to solve mathematical problems without going through a single concept stage [5], [6], [7]. This is so that students are able to estimate the tendency of mathematical problems [8]. However, until now students still experience problems in estimating the trend (extrapolation) of these mathematical problems [9].
The ability to extrapolate is an important indicator of understanding mathematical concepts because without extrapolation students will experience difficulties in understanding a concept that can affect other mathematical abilities [10]. This ability can be seen when students are able to estimate the completion of mathematical problems by understanding existing concepts [11], so that students can make predictions about the sustainability of the concept and develop perceptions of the aspects of the problem and the time given [12], [13], [14].
The teacher-centered learning process can affect students' extrapolation abilities because learning like this seems stiff where students only pay attention, listen, and take notes to do practice questions  [15], [16]. In addition, giving questions that do not stimulate students thinking processes is also a factor in the low extrapolation skills of students [17], where teachers have only used worksheets in giving practice questions to students so that students only solve practice questions such as the examples found in LKS [8]. Learning like this does not involve students directly putting forward their ideas and ideas which can lead to the formation of students' mathematical knowledge [18]. In fact, learning by linking real-life concepts can train students' extrapolation abilities [19].
Seeing the problems above, innovation is needed in creating a fun atmosphere for learning mathematics and can increase student interest, attractiveness, and activity. An example is involving local cultural traditions with educational philosophies in the learning process [20], [21]. One of the efforts that can be made to overcome the low ability of extrapolation is to apply local tradition integrated learning methods so that students can connect learning materials with their own experiences through their unique culture.
Ma'dawa-dawa, Ma'manu-manu, Ma'pettuada are Bugis-Makassar tribal culture that are usually used as wedding customs. This local tradition contains an educational philosophy that highly activates students in learning so that it can be elaborated as a cooperative learning method. In addition, the integration of the local culture of Ma'dawa-dawa, Ma'manu-manu, Ma'pettuada can be combined with several android applications, including group maker (group formation at thestage Ma'dawadawa), lucky wheel (a division of student tasks at the stage Ma'manu-manu), mind mapping (collection of investigation results) and pro & cons (decision making based on investigation results). The development of technology-based local tradition integrated learning methods has not been seen in the learning process in schools, so this can be a new breakthrough in developing innovative and creative learning methods.
The integration of the Ma'dawa-dawa, Ma'manu-manu, Ma'pettuada culture based on android is closely related to extrapolation ability indicators, where the Ma'dawa-dawa stage emphasizes the students ability to predict the tendency of a given problem, the Ma'manu-manu stage helps students describe mathematical concepts encountered in their language and the Ma'pettuada stage will improve students abilities in providing the right solutions to the problems faced so that it is very appropriately integrated in increasing students' extrapolation abilities. Therefore, this study will review an integrated learning design based on an android based local tradition in improving extrapolation abilities.

Method
This research uses descriptive qualitative research to design learning with the integration of local traditions based on android. The data used by researchers in this study are literature reviews from several journals, books, and articles related to the study material to be studied. After that, the researcher began to produce data from the literature analysis process in a descriptive form in the form of words that were arranged and contained a theoretical basis. Each citation of the theory is done by including the reference source according to the correct writing rules. This process is carried out under natural conditions and is inventive in nature.

Results and Discussions
Based on the results of the literature review that the researchers conducted, local tradition integrated based on android learning design was obtained which could be used to improve students' extrapolation abilities. The following are the results and discussion of the research that has been carried out.

Local traditions of Ma'dawa-dawa, Ma'manu-manu, Ma'pettuada
Ma'dawa-dawa are forms of friendship to strengthen familiarity with families and communities which are carried out collectively or collectively so that it can also be interpreted as a communication medium to improve integration between people [22]. Ma'dawa-dawa can also be interpreted as a form of perception in the learning process, where the teacher provides material instructions that will be studied by students by connecting the previous learning material [23], [24]. Ma'manu-manu is an investigative activity carried out in secret by a male delegate to ascertain whether the woman who has been elected has proposed or not [25], [26]. Ma'manu-manu is also called the investigative stage because it provides various possibilities for students to develop their understanding by communicating and exchanging ideas with other students [27].
According to Sabri, Dirman, and Salniwati (2019), Ma'pettuada is "making some final agreements" which can be interpreted as the process of making some final agreements [28]. In the process Ma'pettuada, the two sides jointly made strong promises of the negotiations initiated previously [29]. This is very helpful for students in concluding solutions to problems faced by choosing the right alternative answers based on several available answer choices [30].

Integration of the local traditions based on android
Integration of the local culture of Ma'dawa-dawa, Ma'manu-manu, Ma'pettuada can be combined with several android applications, including group maker, lucky wheel, mind mapping, and pro & cons. Group maker is an android-based group divider application that is often used because it is more efficient with the various available sharing methods. This application can help teachers in forming groups at stage Ma'dawa-dawa. In general, the application can be described in Figure 1 below. Figure  1.
General appearance for the group maker application, there are several options for Android-based group division methods.
Lucky wheel is a drawing application in the form of a wheel based on android [31]. This application can make it easier for teachers to share student assignments fairly at stage Ma'manu-manu. In general, it can be described in Figure 2 below Figure 2. The lucky wheel application makes it very easy for teachers to divide student assignments in groups, where the results of the lucky wheel rotation can only issue decisions that are different from before, so the application of this application can be a fair method of working in groups. Application mind mapping is an application that manages the overall information by mapping the mind map shaped branching [32]. This application is used by students in collecting the results of investigations obtained at the stage Ma'manu-manu, in general it can be described as Figure 3 below. Figure 3. The Androidbased mind mapping application can make it easier for students to classify any information obtained during the Ma'manu-manu (investigation) stage. Mind mapping consists of several branches that can be colored so that it can make it easier for students to distinguish any existing information.
Pro & cons is an android application that can help students in making decisions at the Ma'pettuada stage based on what was obtained at the Ma'manu-manu stage that has been done before. This application consists of two possible options, namely the pros and cons. In general, the application can be described in Figure 4 below. Figure 4. The pro & cons application can make it easier for teachers to see students understanding of the material provided. This application provides two answer choices that students must choose which later will explain the reasons for choosing that answer.
Based on the above explanation, it appears that the local traditions of Ma'dawa-dawa, Ma'manumanu, Ma'pettuada can be integrated into the learning process by combining several compatible android applications. Android application in this case can make it easier for teachers to implement each stage of learning. Also, the use of android in learning mathematics is very helpful in overcoming students' boredom [33], [34].

Integration of the local traditions based on android to improve extrapolation ability
The ability of students to conclude solutions to problems by expressing graphical forms and data explicitly is called extrapolation ability [35], [36]. Extrapolation ability is the lowest ability of the three indicators of understanding students mathematical concepts [37], which only gets a score of 0,60 [38] and 0,45 which are in the moderate category [39]. The application of the Dienes AEM props showed an increase in extrapolation ability from 14,75% to 16,56%. However, this increase has not been significant and is still in the low category [40]. The low extrapolation ability of students in mathematics was only 3,83 [41] and 45% in the moderate category [42]. Based on the previous research above, it can be concluded that until now the extrapolation ability of students is still very low, so that students have difficulty solving math problems with more complicated concepts.
The ability to extrapolate consists of three indicators, namely the ability of students to estimate the tendency of a given problem, to describe the mathematical concepts encountered in their language and to provide appropriate solutions to the problems faced [43]. To improve each indicator, innovative and creative learning methods integrated with local traditions are needed [20], such as the Bugis wedding tradition which contains an educational philosophy.
The integration of the Ma'dawa-dawa tradition involves students' own experiences in learning so that it can increase students' ability to predict the tendency of the problems faced. The integration of the Ma'manu-manu tradition can activate students in finding out the truth of the problems given so that student-centered learning is created. This can build students' abilities in describing mathematical concepts encountered in their own language. Meanwhile, the integration of the Ma'pettuada tradition helps students in providing the right solutions to the problems at hand. Therefore, the integration of the local traditions of Ma'dawa-dawa, Ma'manu-manu, Ma'pettuada based on android can be used as a means of increasing extrapolation capabilities.

Conclusion
The results of this study in the form of a learning design can be a means of improving students' extrapolation abilities through a technology-based local tradition approach in the learning process, because the local traditions of Ma'dawa-dawa, Ma'manu-manu, Ma'pettuada based on android are related to indicators of extrapolation ability. In addition, this learning design can create a fun learning atmosphere for all students, where students can recognize the meaning of cooperation, practice time discipline, and are accustomed to accepting other people's opinions. Through learning like this, a student-centered learning method is created.