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Playing  dakon  has become a culture in Bengkulu. Since I was in kindergarten,  dakon  has been a fun game. It has the character of sharing fruit in each  dakon  convex (or hole). It becomes the starting-point of learning multiplication and division. The purpose of this study was to determine students’ thought processes in understanding the principle of multiplication and the division of integers through the cultural approach to playing the  dakon . To achieve the goal, achieved through qualitative-explorative research. The subjects of this study were elementary students in Bengkulu City who were selected based on assignments. It was selected from 30 students who were given assignments about multiplication and division of integers. Students are given instructions using worksheets. After students submit their assignments, they are analyzed to select 2 students who have the thought process in achieving the principle of division and multiplication appropriately. Subjects were interviewed in-depth by researchers. Data were analyzed based on the genetic decomposition of research subjects. The results of this study are the Subject-1 can use the  dakon  to show the multiplicative properties of positive integers. He demonstrated that  4x3  by inserting it into four small  dakon  curves and three  dakon  seeds each. She concluded that multiplication is a repeated sum. Subject-2 uses the dakon to find the concept of dividing two positive integers. Subject-2 shows that 12: 4 by taking  dakon  seeds from a large curvature containing twelve seeds. She concluded that the division is a repeat reduction. This research concludes that Subject-1 and Subject-2 can build an understanding of operations multiplication and division, including verbal communication, writing, and drawing based on real media from local culture, namely the  dakon  game.

Multiplication and division of integers through cultural approaches of playing dakon