© 2020 - Indonesian Journal of Primary Education – Vol .4, No. 2 (2020 ) 204-211http://ejournal.upi.edu/index.php/IJPE/index Vol. 4, No. 2 (2020) 204-211 ISSN: 2597-4866 Indonesian Journal of Primary Education SPADE: Geometry Learning Model within Elementary School Epon Nur'aeni 1 , Oyon Haki Pranata 2 , Muhammad Rijal Wahid Muharram 3 , Ika Fitri Apriani 4 Indonesian education university * Corresponding author:nuraeni@upi.edu 1 ,oyonhakipranata@upi.edu 2 ,rijalmuharram@upi.edu 3 , apriani25@upi.edu 4 Received November 8, 2020; Revised November 16, 2020; Accepted 22 December 2020 Published 23 December 2020 Abstract This research was initiated by a problem in learning geometry in primary schools, namely the use of learning models that tend to be monotonous and less attractive to students. In addition, the research is based on efforts to preserve existing cultures in Indonesia, especially those from Kampung Naga, Tasikmalaya, West Java Province. Kampung Naga is an area that still maintains traditional life and cultural wealth. Based on these conditions, research was carried out to solve problems through the development of the SPADE as a geometry learning model in elementary schools. SPADE stands for five activities, namely singing, playing, analyzing, discussing, and evaluating. Research & development model by Plomp was used on this project. The research was conducted for three years and involved lecturers, students, teachers, and primary school students in Tasikmalaya City, West Java Province. The research instruments used were observation sheets, interview guidelines, learning assessment sheets, learning implementation videos, questionnaires, and field notes. The data were analyzed interactively with the following activities: 1) data reduction; 2) data presentations; 3) data verification. The research finds that SPADE is relevant as a learning model and got a positive response to be implemented in primary school. The SPADE learning model is expected to be implemented in a broader scope.. Keywords:SPADE, Geometry, traditional games, Kampung Naga, geometry learning models Abstract The research was initiated by the existence of problems in learning geometry in elementary schools, namely the use of learning models that tend to be monotonous and less attractive to students. In addition, the research is based on efforts to preserve the existing culture in Indonesia, especially those from Kampung Naga, Tasikmalaya, West Java Province. Kampung Naga is an area that still maintains traditional life and maintains cultural wealth. Based on these conditions, research was carried out to solve problems through the development of the SPADE learning model as a geometry learning model in elementary schools. SPADE stands for five activities, namely singing, playing, analyzing, discussing, and evaluating. The research uses the research & development type with the development model from Plomp. The research was carried out for three years and involved lecturers, students, teachers, and elementary school students in Tasikmalaya City, West Java Province. The research instruments used were observation sheets, interview guidelines, learning assessment sheets, learning implementation videos, questionnaires, and field notes. Data were analyzed interactively with the following activities: 1) data reduction; 2) data presentation; 3) data verification. The research found that SPADE is relevant as a learning model and received a positive response to be implemented in elementary schools. The SPADE learning model is expected to be implemented in a wider scope. Keywords:SPADE, geometry, traditional games, dragon village, geometry learning model PRELIMINARY One of the successes of learning mathematics is determined by classroom management carried out by the teacher. Teachers who are able to create the right teaching and learning climate through good classroom management, enable students to feel safe to learn [1]. Thus, teachers must be able to choose and use learning models that can support students in understanding the material being taught. Learning design needs to pay attention to innovation and meaningfulness as well as direct student involvement in the learning process. The reality on the ground shows that the use of innovative and meaningful learning