CACI: The Contradiction Between the Nature and Practice of Modern Manggarai Society with Its Relevance to the Character Formation of the Millennial Generation

Natar, Marselus; Age, Maria Yulita C.

doi:10.46799/ijssr.v3i5.377

Cited by 2 publications

(2 citation statements)

References 10 publications

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“…This caci dance is a war dance as well as a folk game between a pair of male dancers who fight each other using whips and shields. The dancer armed with a whip acts as an attacker and the other person defends using a shield (Natar & Age, 2023). Based on the results of interviews, the history of this Caci dance begins with a story where a long time ago, there were two orphaned brothers who lived in one of the forests in Manggarai.…”

Section: Discussionmentioning

confidence: 99%

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Ethnomathematics in Caci Dance of Manggarai Community and Its Integration in Mathematics Learning

Dominikus,

Madu,

Blegur

et al. 2024

J. of Law and Sust. Develop.

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Purpose: The purpose of this research is to describe the history and philosophy of the Caci Dance and describe the ethnomathematics contained in the Caci dance and develop learning tools for some of the mathematical concepts found. Theoretical reference: Ethnomathematics explores the relationship between mathematics and the diversity of human cultures, exploring the ways in which different groups of people use, understand and develop mathematical concepts in the context of their daily lives (Orey, 2011). It is important to understand that mathematics is not only an objective universal entity, but can also be influenced by the cultural context in which it develops (Bishop, 1988). Ethnomathematics seeks to overcome the traditional view of mathematics, which is often understood as a science that is neutral and separate from everyday life (François, 2010). One of the main aspects of ethnomathematics is the exploration of how different cultural groups develop systems of counting, number representation and mathematical problem solving in the context of their everyday lives (Rosa & Shirley, 2016). By understanding how to think about mathematics in a cultural context, ethnomathematics can provide deeper insights into the wealth of mathematical knowledge held by different communities (Stathopoulou et al., 2015). Teachers can use examples from students' culture to explain mathematical concepts, thus making learning more meaningful and relevant. This not only improves students' understanding of math but also helps them see the value and relevance of math in their daily lives (Polman et al., 2021). As technology and globalization evolve, ethnomathematics can also help in addressing the challenge of mathematical diversification (Orey, 2021). Many communities in the world have traditional mathematical systems that are rich in local knowledge and wisdom (Abas et al., 2022). Ethnomathematics provides a platform to document, value and preserve this knowledge from extinction. This approach is inspired by the belief that mathematics is not only universal, but can also be understood and taught through the lens of different cultures (Brandt & Chernoff, 2014). By incorporating cultural elements into mathematics learning, students can more easily relate mathematical concepts to their daily life experiences, thus making learning more meaningful and relevant (Acharya et al., 2021). Method:This research is a qualitative study using an ethnographic approach with four research subjects. The research instruments were interviews, observations and documentation and the data were analyzed by ethnography model. Results and Conclusion: The results of this study show that there are ethno mathematical activities in Caci Dance which include counting, localizing, designing, playing, and explaining activities. These activities are in accordance with mathematical concepts, namely addition, multiplication, number patterns, arithmetic sequence, geometry, mathematical logic, relations and functions. Thus, the concepts of school mathematics found in Caci Dance can be developed by designing appropriate learning tools to be applied in school learning. Implications of research: Mathematical concepts can be explained with cultural concepts found around students. The explanation of learning concepts with this cultural approach is better known as ethnomathematics. This approach emphasizes student culture-based learning related to mathematics. This can help teachers and students in understanding a certain concept that is considered difficult. In addition, students can easily understand the material because they know the problems presented by the teacher are related to their surroundings. Ethnomathematics can be applied in schools through the preparation of teaching materials. Originality/value: The novelty of this research is the formation of an ethnomathematics model of caci dance that can be integrated in mathematics learning in schools so that it can provide input for decision makers, in this case teachers and government or education observers to be more pro-active in implementing learning that is in accordance with the culture around students.

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Section: Discussionmentioning

confidence: 99%

“…Caci Dance is a war dance between two groups of men with certain rules (Natar & Age, 2023), in the game, this dance is performed by two male dancers who dance and fight each other with whips and shields as weapons. Every culture that is inherited by the ancestors in a particular region has a connection with mathematics.…”

Section: Introductionmentioning

confidence: 99%

Ethnomathematics in Caci Dance of Manggarai Community and Its Integration in Mathematics Learning

Dominikus,

Madu,

Blegur

et al. 2024

J. of Law and Sust. Develop.

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Modified Deep Pattern Classifier on Indonesian Traditional Dance Spatio-Temporal Data

Mulyanto,

Yuniarno,

Hafidz

et al. 2023

EMITTER Int'l J. of Engin. Technol.

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Traditional dances, like those of Indonesia, have complex and unique patterns requiring accurate cultural preservation and documentation classification. However, traditional dance classification methods often rely on manual analysis and subjective judgment, which leads to inconsistencies and limitations. This research explores a modified deep pattern classifier of traditional dance movements in videos, including Gambyong, Remo, and Topeng, using a Convolutional Neural Network (CNN). Evaluation model's performance using a testing spatio-temporal dataset in Indonesian traditional dance videos is performed. The videos are processed through frame-level segmentation, enabling the CNN to capture nuances in posture, footwork, and facial expressions exhibited by dancers. Then, the obtained confusion matrix enables the calculation of performance metrics such as accuracy, precision, sensitivity, and F1-score. The results showcase a high accuracy of 97.5%, indicating the reliable classification of the dataset. Furthermore, future research directions are suggested, including investigating advanced CNN architectures, incorporating temporal information through recurrent neural networks, exploring transfer learning techniques, and integrating user feedback for iterative refinement of the model. The proposed method has the potential to advance dance analysis and find applications in dance education, choreography, and cultural preservation.

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CACI: The Contradiction Between the Nature and Practice of Modern Manggarai Society with Its Relevance to the Character Formation of the Millennial Generation

Cited by 2 publications

References 10 publications

Ethnomathematics in Caci Dance of Manggarai Community and Its Integration in Mathematics Learning

Ethnomathematics in Caci Dance of Manggarai Community and Its Integration in Mathematics Learning

Modified Deep Pattern Classifier on Indonesian Traditional Dance Spatio-Temporal Data

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